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268.3   F576s 

Flake,   Arthur, 

Sunday   school   officers  and   their  work 

William  Carey  College 

3  6781    00014725  9 

"l^UNDAY  ^OflCK) 




Class^4£^-iooLir_5-7  6  5 
Accession 1  ?^b}\ 

I.  E.  Rouse  Memorial  Library 
William  Carey  College 

Hattiesburg,  ^fississippi  / 

Digitized  by  the  Internet  Archive 

in  2010  with  funding  from 

Lyrasis  IVIembers  and  Sloan  Foundation 



in  the  Training  Course  for  Sunday  School  Workers 

In  Diploma  Group 
Building  a  Standard  Sunday  School — Flake 

In  Group  II 

The  Department  Sunday  School — Flake 

The  Rural  and  Village  Sunday  School — Flake  and  Lavender 
The  True  Functions  of  the  Sunday  School — Flake 

In  Group  V 

Sunday  School  Officers  and  Their  Work — Flake 
The  Church  Library — Lavender 
Associational  Sunday  School  Work — Barnette 
The  Sunday   School  Secretary   and   the   Six   Point  Record 
System — Flake  and  Noland 

Sunday  School  Officers 
and  Their  Work 



Secretary  in  Charge  of  the 

Department  of  Sunday  School  Administration 

Sunday  School  Board 

Southern  Baptist  Convention 

Nashville,  Tennessee 




of   the 




Copyright,  1923 

The  Sunday  School  Board 

of  the 

Southern  Baptist  Convention 

Nashville,  Tennessee 

Revised,  1936 

Printed  in  the  United  States  of  America 

'^^   o 


The  Sunday  school  is  the  friend  of  childhood;  the  inspira- 
tion of  youth;  the  strength  of  middle  life  and  the  comfort  of 
declining  years. 

The  Sunday  school  has  God's  day  for  its  time,  God*s  house 
for  its  place,  God's  Book  for  its  text  and  God's  glory  for  its 

The  Sunday  school  is  officered  and  taught  by  Christian  men 
and  women  who  are  freely  giving  their  time,  talents,  powers, 
and  money  to  the  end  that  the  lost  may  be  saved  and  the 
saved  may  be  strengthened. 

The  Sunday  school  builds  character,  instructs  the  mind, 
warms  the  heart,  feeds  ambition,  encourages  the  faint-hearted, 
shields  the  tempted,  and  points  the  way  of  life  for  all. 

The  Sunday  school  deserves  the  sympathetic  support,  the 
prayerful  interest,  the  loyal  co-operation  of  every  loving  Chris- 
tian, of  every  patriotic  citizen,  of  every  aspiring  youth  and 
every  prattling  child. 

The  Sunday  school  stretches  out  a  friendly  hand  to  one  and 
all,  old  or  young,  and  bids  them  enter  in  to  the  Father's  house 
and  listen  to  the  Father's  voice  as  he  speaks  out  of  his  Holy 
Word.  M.  E.  DODD. 



Foreword    7 

I.   Introduction 9 

II.   The  Pastor 22 

III.  The  Superintendent — His  Position 37 

IV.  The  Superintendent — His  Qualifications 43 

V.   The  Superintendent — His  Preparation 53 

VI.   The  Superintendent — His  Work  During  the  Week   63 

VII.   The  Superintendent — His  Work  During  the  Week, 

Concluded    77 

VIII.  The  Superintendent — His  Duties  Sunday  Morning  91 

IX.  The  Associate  Superintendents 109 

X.  The  Secretary 117 

XI.  The  Treasurer 129 

XII.  The  Librarian 1 38 

XIII.  The  Chorister  and  Accompanist 147 

Questions  for  Review 153 



During  recent  years  keeping  abreast  of  the  progress  and 
development  of  the  rapidly  advancing  modern  Sunday  school 
has  been  no  easy  task.  Time  was  when  one  could  discuss 
the  work  and  duties  of  Sunday  school  officers  with  the  feeling 
that  all  Sunday  schools  were  much  alike,  and  that  methods 
which  had  been  used  successfully  in  one  Sunday  school  would 
necessarily  prove  effective  when  employed  in  other  Sunday 
schools.     But  that  time  has  passed. 

All  Sunday  schools  are  not  alike  and  cannot  be  conducted 
in  the  same  way.  There  are  of  necessity  many  differences 
among  them.  They  do  not  have  the  same  possibilities  for  mem- 
bership. They  do  not  need  the  same  kind  of  buildings  in  which 
to  carry  on  their  work.  The  duties  of  the  officers  in  one 
school  are  not  uniformly  the  duties  of  the  officers  in  another 
school.  TTiey  do  not  need  the  same  kind  of  an  organization. 
One  Sunday  school  may  need  fifty  officers  to  carry  on  its  work 
adequately,  while  a  half  dozen  officers  would  easily  take  care 
of  the  work  of  another  school.  Ten  or  perhaps  even  a  smaller 
number  of  teachers  would  be  sufficient  for  one  Sunday  school 
while  another  would  require  two  hundred  and  fifty  teachers  to 
take  care  of  and  teach  properly  all  the  pupils  who  should  attend. 

And  yet,  fundamentally,  all  Sunday  schools  are  alike,  and 
all  may  be  put  to  the  same  tests  as  to  their  efficiency. 

All  Sunday  schools  have  the  same  constituency — men, 
women,  and  children ;  they  have  the  same  textbook — the  Bible ; 
they  have  the  same  objective — winning  the  lost  to  Christ  and 
winning  the  saved  to  service;  they  employ  the  same  means  of 
building  and  maintaining — ^voluntary  workers,  voluntary  at- 
tendance and  voluntary  financial  support;  and  the  same  meth- 



ods  are  effective  in  reaching  pupils  whether  the  school  should 
have  100  or  1000  members.  Therefore,  in  an  inteUigent  dis- 
cussion of  Sunday  school  administration  methods,  both  the  dif- 
ferences and  similarities  existing  among  Sunday  schools  must 
be  taken  into  account.  Likewise,  Sunday  school  officers  who 
would  be  successful  with  their  Sunday  schools  must  recognize 
that  individually  Sunday  schools  have  marked  differences  as 
well  as  marked  similarities.  This  knowledge  will  furnish  the 
clue  to  the  solution  of  practically  all  Sunday  school  problems. 
Indeed,  without  such  knowledge  the  highest  success  is  im- 
possible in  properly  building  and  maintaining  a  Sunday  school. 

Sunday  schools  may  be  divided  correctly  into  two  distinct 
tjrpes  or  classes.  Through  these  two  types  all  other  Sunday 
schools  may  be  located ;  ail  of  them  resembling  in  some  manner 
both  extreme  types,  some  approximating  more  nearly  to  one, 
while  the  others  more  closely  resemble  the  other. 

The  aim  in  this  chapter  will  be  to  set  out  as  clearly  as 
possible  these  two  distinct  types  of  Sunday  schools  and  to  call 
attention  to  the  factors  that  determine  to  which  of  these 
types  a  Sunday  school  should  properly  belong.  The  aim  is 
also  to  set  up  some  tests  dealing  with  Sunday  school  efficiency 
which  every  Sunday  school  must  meet  before  it  can  rightly  lay 
claim  to  being  an  efficient  Sunday  school. 

I.  Types  of  Sunday  schools 

1 .  First  Type — The  One  Man  School. 

Of  this  class  of  Sunday  schools  there  are  at  present  ap- 
proximately 15,000  in  the  bounds  of  the  Southern  Baptist 
Convention.  For  the  most  part  these  Sunday  schools  are  in 
country  churches,  small  tovv^  churches,  and  small  suburban 
churches.  The  working  force  in  schools  of  this  type  usually 
comprises  about  three  officers,  and  from  three  to  ten  teachers, 
graded  and  organized  about  as  follows: 

Officers — Pastor,  Superintendent,  Associate  Superintendent, 
Secretary-Treasurer,  and  Musician.  Beginner  Children,  4 
and  5,  one  teacher;  Primary  Children,  6  to  8,  one  teacher; 
Junior  Boys,  9  to  12,  one  teacher;  Junior  Girls,  9  to  12, 
one  teacher ;  Intermediate  Boys,  I  3  to  16,  one  teacher ;  Inter- 


mediate  Girls,  1  3  to  16,  one  teacher;  Young  Men,  17  to  24, 
one  teacher;  Young  Women,  17  to  24,  one  teacher;  Men, 
25  plus,  one  teacher;  Women,  25  plus,  one  teacher. 

Here  we  have  an  organization  of  five  officers  and  ten  teach- 
ers; besides,  there  should  be  a  Cradle  Roll  and  Extension  de- 
partment. While  a  vast  number  of  Sunday  schools  of  this  type 
do  not  mamtain  the  above  organization,  yet  practically  all 
could  observe  the  above  grading  lines  and  conform  to  this  plan 
of  organization.  Graded  Lessons  could  be  used  in  all  such 
schools  at  least  in  the  Beginner  and  Primary  classes,  and  they 
could  also  be  used  in  the  Junior  classes  to  good  advantage. 

In  Sunday  schools  of  this  type  all  pupils  and  classes  assem- 
ble together  and  work  together  in  one  large  room,  usually  the 
church  auditorium,  with  the  general  superintendent  in  charge 
of  the  program.  The  superintendent  works  directly  with  the 
teachers  and  has  intimate  personal  contact  with  the  pupils. 

In  times  past,  practically  all  Sunday  schools  were  of  this 
type  and  many  of  them  were  mighty  forces  in  Kingdom  build- 

2.  Second  Type — The  Department  Sunday  School. 

Sunday  schools  of  this  type  are  thoroughly  graded  and  de- 
partmentized.  Each  department  has  a  department  superin- 
tendent, other  department  officers,  and  teachers,  and  holds  its 
sessions  in  a  separate  department  room;  also  each  class,  at 
least  above  the  Primary  department,  having  a  separate  room 
for  the  class  period.  These  schools  use  Graded  Lessons  in  the 
Beginner,  Primary,  and  Junior  departments;  and  many  use 
them  in  the  Intermediate  department. 

The  working  force  of  a  department  Sunday  school,  which 
is  the  ideal  type,  is  made  up  of  about  ten  general  officers,  eight 
departments  with  an  average  of  five  department  officers  or  help- 
ers in  each  department  and  not  less  than  twenty-eight  teachers, 
comprising  a  force  of  about  eighty  to  ninety  workers,  besides 
the  officers  in  the  Young  People's  and  Adult  classes.  The 
organization  would  be  about  as  follows: 


General  Officers 

Pastor,  Superintendent,  First  Associate  Superintendent, 
Second  Associate  Superintendent,  Third  Associate  Superin- 
tendent, Secretary,  Treasurer,  Librarian,  Chorister,  Pianist — 
making  a  total  of  ten  general  officers. 

Department  Organization 

Cradle  Roll  Department — Ages,  birth  through  3 — Super- 
intendent, Associate  Superintendent,  Secretary,  Nursery  Moth- 
er, Nursery  Class  Teacher,  visitors — as  many  as  needed — 
making  a  total  of  at  least  fifteen  workers  in  the  department. 

Beginner  Department — Children,  4  and  5 — Superintendent, 
Associate  Superintendent,  Secretary,  Musician;  first  grade  chil- 
dren, four  years,  two  teachers;  second  grade  children,  five 
years,  two  teachers;  making  a  total  of  about  seven  officers  and 

Primary  Department — Children,  6  to  8 — Superintendent, 
Associate  Superintendent,  Secretary,  Musician;  first  grade  chil- 
dren, six  years,  two  teachers;  second  grade  children,  seven 
years,  two  teachers;  third  grade  children,  eight  years,  two 
teachers ;  making  a  total  of  about  eleven  officers  and  teachers. 

Junior  Department — Boys  and  Girls,  9  to  1 2 — Superin- 
tendent, Associate  Superintendent,  Secretary,  Musician;  first 
grade  boys,  nine  years,  one  teacher ;  first  grade  girls,  nine  years, 
one  teacher;  second  grade  boys,  ten  years,  one  teacher;  second 
grade  girls,  ten  years,  one  teacher;  third  grade  boys,  eleven 
years,  one  teacher;  third  grade  girls,  eleven  years,  one  teacher; 
fourth  grade  boys,  twelve  years,  one  teacher;  fourth  grade  girls, 
twelve  years,  one  teacher;  making  a  total  of  about  thirteen 
officers  and  teachers. 

Intermediate  Department — Boys  and  Girls,  1 3  to  1 6 — 
Superintendent,  Associate  Superintendent,  Secretary,  Chorister, 
Musician;  first  grade  boys,  thirteen  years,  one  teacher;  first 
grade  girls,  thirteen  years,  one  teacher;  second  grade  girls, 
fourteen  years,  one  teacher ;  second  grade  boys,  fourteen  years, 
one  teacher;  third  grade  boys,  fifteen  years,  one  teacher;  third 
grade  girls,  fifteen  years,  one  teacher;  fourth  grade  boys,  six- 


teen  years,  one  teacher;  fourth  grade  girls,  sixteen  years,  one 
teacher;  making  a  total  of  about  thirteen  officers  and  teachers. 
Young  People  s  Department — Ages,  1  7  to  24 — Superin- 
tendent, Associate  Superintendent,  Secretary,  Chorister,  Mu- 
sician ;  young  men,  1  7  to  20,  one  teacher ;  young  women,  1  7  to 
20,  one  teacher;  young  men,  21  to  24,  one  teacher;  young 
women,  21  to  24,  one  teacher;  also  a  class  of  young  married 
women,  one  teacher;  making  a  total  of  at  least  ten  officers 
and  teachers. 

Adult  Department — ^Ages,  25  and  up — Superintendent, 
Associate  Superintendent,  Secretary,  Chorister,  Musician;  men 
and  women  in  separate  classes,  four  or  more  teachers;  making 
a  total  of  at  least  nine  officers  and  teachers. 

Extension  Department — Superintendent,  Secretary-Treas- 
urer, about  ten  visitors;  making  a  total  of  about  twelve  officers 
and  visitors. 

3.  Miscellaneous. 

As  has  been  said,  between  the  two  extreme  types  discussed, 
there  are  a  large  number  of  Sunday  schools,  many  of  which 
are  fairly  well  graded  and  more  or  less  departmentized.  In 
many  of  these  schools  the  Beginner  and  Primary  departments 
meet  together  in  a  separate  room,  with  a  capable  superin- 
tendent in  charge,  for  their  opening  worship,  and  then  divide 
into  classes  for  the  teaching  period.  The  other  departments 
are  fairly  well  graded,  but,  for  lack  of  proper  building  facilities, 
meet  together  for  the  opening  worship  with  the  general  super- 
intendent in  charge  of  the  program. 

In  other  schools  the  Beginner,  Primary,  and  Junior  depart- 
ments are  well  organized  and  well  graded,  and  conduct  their 
own  Sunday  morning  sessions  separately,  v^th  a  capable 
department  superintendent  in  charge  of  each  one  of  the  depart- 
ments, while  the  Intermediate,  Young  People's,  and  Adult 
departments  meet  together  for  the  opening  worship,  the  pro- 
grams being  conducted  by  the  superintendent  of  the  school,  after 
which  they  divide  into  classes  for  the  lesson  period,  coming 
together  again  for  a  closing  service. 


And  now  in  many  of  our  larger  situations  we  have  schools, 
where  it  has  been  necessary  to  organize  more  departments  to 
make  for  efficient  administration.  Where  this  is  to  be  done, 
the  best  plan  has  proved  to  be  to  make  new  departments  as 
needed  within  the  above  described  department  age  groupings. 
The  first  move  would,  therefore,  be  to  make  two  Junior  de- 
partments, putting  all  of  ages  nine  and  ten  in  one,  and  all  of 
ages  eleven  and  twelve  in  the  other;  likewise,  with  the  Inter- 
mediates; then  two  departments  for  Beginners,  three  for  Pri- 
maries, and  so  forth.  At  least  one  of  our  schools  has  now  a 
separate  department  for  each  age  from  three  through  sixteen. 

II.  Determining  factors 

There  are  three  main  factors  which  play  important  parts 
in  determining  how  a  Sunday  school  should  be  organized  and 
run.  Let  us  see  what  they  are  and  the  influences  they  exert 
ID  determining  to  which  type  a  Sunday  school  belongs. 

1 .   The  Building  in  Which  the  School  Meets. 

The  influence  of  the  building  in  determining  the  type  of  a 
Sunday  school  is  almost  absolute.  The  fact  is,  the  kind  of 
building  which  a  church  has  for  its  Sunday  school  will  largely 
determine  the  kind  of  Sunday  school  the  church  maintains,  both 
as  to  the  character  of  the  work  of  the  officers  and  the  quality 
of  teaching.  This  is  an  old  truth  newly  arrived  at  and  is  just 
beginning  anew  to  grip  pastors  and  superintendents  and  other 
religious  leaders. 

( 1 )    One-room  buildings. 

A  Sunday  school  that  meets  in  a  one-room  building  will 
necessarily  be  compelled  to  conform  to  the  kind  of  school 
described  under  the  first  type.  To  be  sure,  the  school  may  and 
should  observe  department  grading  lines  and  requirements,  and 
Graded  Lessons  may  be  used  in  the  Beginner  and  Primary 
classes,  and  perhaps  in  the  Junior  classes.  Likewise,  the 
corners  of  the  building  may  and  should  be  curtained  or 
screened  and  appropriate  places  made  for  the  classes  in  these 
grades.     Also,  the  other  classes  in  the  school  should  be  cur- 


tained  off  where  they  may  be  taught  to  the  best  advantage 
under  the  circumstances.  But  it  is  manifestly  impossible  for  the 
school  to  be  closely  graded  and  maintain  a  department  organ- 
ization and  conduct  separate  department  programs  of  music, 
marches,  and  drill  work  in  a  one-room  building. 

(2)    Department  buildings. 

How  different  is  the  case  of  the  modem  department  Sun- 
day school  building.  Here  the  situation  is  reversed.  Instead 
of  the  school's  having  to  be  adjusted  to  fit  the  building,  the 
building  is  planned  and  erected  to  meet  the  needs  of  the  Sun- 
day school  and  conforms  throughout  to  these  needs.  Thus 
we  have  the  ideal,  thoroughly  departmentized,  perfectly  graded 
Sunday  school,  with  a  suitable  place  provided  for  every  of- 
ficer and  teacher  to  do  the  best  possible  work  in  ministering 
to  the  spiritual  needs  of  every  pupil  in  the  Sunday  school. 

2.    The  Size  of  the  School. 

( 1  )    The  small  school. 

The  type  of  Sunday  school  is  determined  also  by  the  number 
of  pupils  belonging  to  the  school.  A  Sunday  school  of  a 
hundred  members  or  less  is  not  susceptible  of  departmentiza- 
tion  on  a  closely  graded  basis,  but  yields  perfectly  to  the  or- 
ganization plan  suggested  for  Sunday  schools  of  type  one. 

In  the  administration  of  the  affairs  of  a  Sunday  school  of 
this  type  the  superintendent  works  directly  with  and  through 
the  teachers  and  has  an  intimate  touch  with  the  pupils.  In 
small  schools  a  large  number  of  general  officers  are  not  needed, 
and  an  elaborate  department  organization  would  be  as  much 
out  of  place  as  would  a  large  department  store  in  a  small  vil- 
lage or  country  community. 

(2)    The  large  school. 

A  large  Sunday  school  cannot  be  conducted  effectively  as 
a  one-man  affair,  but  should  be  departmentized  with  a  full 
corps  of  officers  in  each  department.  In  the  department  Sun- 
day school  a  large  number  of  men  and  women  may  be  as- 
signed definite  duties  to  perform.  The  people  may  be  reached 
for  the  Sunday  school  in  great  numbers.     At  the  same  time. 


the  work  of  the  teachers,  in  behalf  of  their  pupils,  will  in 
every  way  be  more  effective.  Sunday  schools  which  are  in- 
strumental in  the  highest  degree  in  reaching  and  properly  teach- 
ing large  numbers  of  people  are  departmentally  organized. 

Small  Sunday  schools  cannot  be  thoroughly  departmentized 
and  closely  graded,  with  a  class  for  each  age  and  the  sexes 
separate  above  the  Primary  department,  with  a  large  force  of 
general  and  department  officers.  But  large  schools  need  just 
this  sort  of  an  organization  and  cannot  be  successfully  con- 
ducted without  it. 

3.    The  Attitude  of  the  Leaders. 

After  all  that  has  been  said  previously  about  the  influence 
of  the  building  and  the  size  of  the  Sunday  school  in  determin- 
ing the  type  of  school  which  a  church  maintains,  the  attitude 
of  the  pastor  and  superintendent  towards  the  Sunday  school 
vsall  have  far  more  to  do  with  this  matter  than  all  things  else 
combined.  When  these  two  men  have  the  right  attitude  to- 
ward the  Sunday  school  and  understand  the  needs  of  the 
school,  the  old,  poorly  adapted  buildings  will  disappear  as  if 
by  magic  and  beautiful  modern  Sunday  school  buildings  will 
take  their  place.  Some  of  these  old  buildings  will  be  re- 
modeled, repainted  and  equipped  to  meet  the  needs  of  the 
Sunday  school.  Other  churches  will  build  teaching  houses, 
two  stories,  three  stories,  and  even  four  stories  high,  hard  by 
their  present  beautiful  church  auditoriums,  suited  to  meet  all 
needs  of  the  Sunday  school.  Others  of  these  old  buildings  will 
be  torn  down  and  new  buildings  will  be  erected  at  a  cost  of 
$2,000,  $10,000,  $50,000,  $100,000,  and  even  $1,000,- 
000,  for  the  purpose  of  taking  care  of  all  the  activities  of  the 

Again,  when  these  two  men,  the  pastor  and  superintendent, 
understand  how  to  organize  and  build  great  Sunday  schools, 
the  large  majority  of  the  little,  poorly  equipped  Sunday  schools 
will  disappear  and,  in  their  stead,  there  will  be  well  organized, 
perfectly  graded  schools,  with  memberships  of  twice,  three 
times,  and  some  even  ten  times  the  present  size.  Not  one  Sun- 
day school  in  one  hundred  is  half  as  large  as  it  could  be  and 
will  be  when  pastors  and  superintendents  master  the  Sunday 


school  business  and  determine  that  they  will  have  nothing  less 
than  the  biggest  and  best. 

III.  Tests  of  Sunday  school  efficiency 

It  must  not  be  concluded  that  a  church  cannot  have  a 
good  Sunday  school  and  even  a  great  Sunday  school  because 
it  is  lacking  in  modern  equipment,  or  because  its  possible  Sun- 
day school  membership  is  necessarily  limited.  Pastors  and 
superintendents  should  take  account  of  their  opportunities,  keep 
a  close  watch  on  their  Sunday  schools  and  see  to  it  that  they 
meet  every  legitimate  test  which  may  be  applied. 

It  matters  not  where  a  Sunday  school  may  be  located,  what 
kind  of  building  it  may  have,  or  how  large  its  field  of  opera- 
tion; every  Sunday  school  should  be  doing  the  foUov/ing  four 
things:  reaching  a  very  large  proportion  of  the  people  who 
should  properly  belong  to  it ;  really  teaching  the  Bible  to  all  of 
the  pupils  in  the  school;  constantly  at  the  business  of  winning 
the  lost  pupils  to  Christ;  regularly  at  the  task  of  enlisting  in 
service  and  training  for  better  service  all  the  saved  pupils  in  the 
Sunday  school.  In  other  words,  a  Sunday  school  should  be  able 
to  meet  the  following  four  tests : 

1 .  Numbers.  2.  Real  Bible  Teaching.  3.  Soul-Winning. 
4.  Enlisting  its  members  in  service.  Let  us  see  what  each  one 
of  these  points  really  means. 

1 .  Numbers. 

This  does  not  mean  that  a  Sunday  school  should  have 
1000  or  2000  members  in  order  to  be  a  great  Sunday  school. 
It  may  have  an  enrolment  of  1  00  or  even  a  smaller  number 
and  be  a  great  Sunday  school  from  the  standpoint  of  numbers. 
In  other  words  a  Sunday  school  is  meeting  the  numbers'  test 
when  it  is  reaching  a  large  proportion  of  the  people  in  the 
community  who  should  belong  to  it,  be  they  many  or  few. 

For  example,  the  writer  has  in  mind  two  Sunday  schools: 
one  of  them  has  a  possible  membership  of  681,  including  all 
the  resident  members  of  the  church,  all  those  who  are  of  Bap- 
tist preference,  and  all  who  have  no  preference  at  all.  This 
Sunday  school  has  on  its  roll  in  all  the  departments  632  mem- 
bers.    The  other  school  has  a  possible  membership  of  3960, 


and  has  enrolled  in  all  of  the  departments  1  442  of  this  num- 
ber. The  first  of  these  schools  is  reaching  86  per  cent  of  its 
possibilities;  the  second  is  reaching  37  per  cent  of  its  possi- 

The  first  school  is  faihng  to  reach  49  people,  that  is,  1  4  per 
cent  of  its  possibilities.  The  second  school  is  failing  to  reach 
2518  people,  that  is,  63  per  cent  of  its  possibilities.  It  is  evi- 
dent that  the  first  school  is  far  more  efficient  when  the  numbers' 
test  is  applied  than  the  second,  although  the  first  has  an  en- 
rolment of  only  632,  while  the  second  has  on  its  roll  1442, 
almost  two  and  one-half  times  as  many.  Thus  it  is  seen  that 
a  Sunday  school  is  great  in  numbers  in  proportion  as  it  is  reach- 
ing its  possibilities.  In  other  words,  the  number  of  people  on 
the  outside  of  the  Sunday  school  who  should  be  on  the  inside 
would  be  the  true  test  of  a  Sunday  school's  efficiency  at  this 

There  are  those  who  say  they  are  not  working  for  large 
numbers  in  their  Sunday  schools  but  for  efficiency.  They 
would  have  us  believe  that  large  numbers  and  efficiency  are  ein- 
tagonistic.  They  even  go  so  far  as  to  say  that  Jesus  was  not 
after  numbers,  that  he  went  after  individuals,  and  not  after 
the  people  in  great  masses.  They  support  their  contention  by 
calling  attention  to  his  dealing  with  the  Samaritan  woman,  Zac- 
chaeus,  Nicodemus,  and  Matthew  the  Publican.  However, 
in  support  of  their  position  they  neglect  to  call  attention  to 
the  feeding  of  the  4000,  the  feeding  of  the  5000,  the  addi- 
tion to  the  church  on  one  day  of  3000  members,  and  at  an- 
other time  the  addition  to  the  church  of  5000  members. 

There  are  multitudes  of  people  in  practically  every  com- 
munity who  are  not  in  Sunday  school.  They  need  the  Sunday 
school ;  the  Sunday  school  needs  them.  The  efficient  Sunday 
school  will  be  deeply  concerned  for  the  welfare  of  every  one 
who  needs  the  blessings  of  its  ministry  and  week  by  week  it 
will  be  found  diligently  at  the  task  of  bringing  them  into  its 

2.  Real  Bible  Teaching. 

The  second  test  of  a  great  Sunday  school  is  determined  by 
the  kind  and  quality  of  teaching  done  in  the  school.     Large 


numbers  and  good  teaching  are  not  antagonistic.  A  large 
Sunday  school  does  not  mean  necessarily  poor  teaching ;  neither 
is  a  small  Sunday  school  a  guarantee  of  good  teaching.  It 
may  be  said,  in  this  connection,  that  it  is  as  easy  to  have  good 
teaching  in  a  school  of  4000  as  in  a  school  of  400  or  100. 
The  writer's  firm  conviction  is  that  the  poorest  Bible  teaching  is 
done  in  small  schools.  However,  this  need  not  be  true  and 
every  Sunday  school  should  stand  the  teaching  test;  if  it  does 
not  it  is  not  entitled  to  be  called  a  great  Sunday  school,  no 
matter  how  many  or  how  few  are  in  the  school.  Efficiency  at 
this  point,  more  than  anywhere  else,  perhaps,  contributes 
towards  making  the  Sunday  school  a  real  school. 

This  raises  another  tremendously  important  question  that 
needs  earnest  consideration  at  all  times  by  pastors  and  super- 
intendents. It  is  the  question  of  tohai  is  being  taught  in  the  Sun- 
day school.  Not  only  do  Sunday  school  teachers  really  teach, 
but  do  they  teach  the  Bible,  the  truths  of  the  Bible?  Do  they 
teach  the  great  doctrines  of  the  Bible  in  all  the  departments  of 
the  Sunday  school?  Do  they  teach  Bible  history,  Bible  geog- 
raphy, and  other  Bible  facts,  for  the  purpose  of  making  the 
life-giving,  life-sustaining  truths  of  the  Bible  vital  in  the  hearts 
and  lives  of  their  pupils? 

The  Bible  is  a  spiritual  Book;  its  truths  are  "spiritually 
discerned."  The  Bible  is  called  the  "Word  of  Life"  (Phil. 
2:  16).  "The  words  that  I  speak  unto  you,  they  are  spirit,  and 
they  are  life"  (John  6:  63).  "Receive  with  meekness  the 
engrafted  word,  which  is  able  to  save  your  souls"  (Jas.  1  :  21  ). 
"The  word  of  his  grace  ...  is  able  to  build  you  up"  (Acts 
20:  32). 

The  purpose  at  this  time  is  not  to  go  into  details  and  show 
how  every  Sunday  school  may  stand  the  teaching  test.  How- 
ever, there  naturally  arises  in  our  thinking  in  this  connection 
the  question  of  the  place  and  effectiveness  of  spirit-filled, 
trained  officers  and  teachers.  Graded  Lessons,  a  suitable  build- 
ing, thorough  equipment,  a  good  weekly  teachers'  meeting  and 
a  monthly  workers'  conference.  TTie  suggestion  is  that  pas- 
tors and  superintendents  shall  rigidly  apply  the  teaching  test  to 


their  Sunday  schools,  and  see  that  the  Bible  is  really  being 
taught  and  made  effective  in  the  lives  of  the  pupils. 

3.  Soul-Winning. 

Certainly  every  Sunday  school  should  stand  the  soul-van- 
ning test. 

Christ's  mission  to  this  world  was  to  win  souls;  that  was  the 
purpose  of  his  coming.  The  Apostle  Paul  said,  "Christ  Jesus 
came  into  the  world  to  save  sirmers,"  and  should  not  we  also 
in  all  our  Sunday  schools  have  this  as  our  supreme  aim?  In- 
deed, is  not  the  reason  we  organize  our  forces,  grade  our 
schools,  train  our  officers  and  teachers,  erect  our  buildings 
and  earnestly  seek  to  v^an  large  numbers  into  our  Sunday 
schools,  that  we  may  win  them  to  Christ? 

Pastors,  superintendents,  and  teachers  should  candidly  and 
sincerely  study  their  Sunday  schools  with  this  great  test  in 
mind.  First  they  need  to  get  together  in  prayer  over  the  lack 
of  soul-winning  fervor  and  zeal  in  their  Sunday  schools.  Next 
they  need  to  plan  together  to  make  the  work  of  soul-winning 
a  definite  reality,  and  then  they  need  to  work  together  con- 
tinually for  a  harvest  of  souls. 

4.  Enlisting  in  Service. 

Every  Sunday  school  should  be  enlisting  and  using  a  large 
per  cent  of  the  members  of  the  church  in  its  organization.  If 
the  question  be  asked.  Why  the  Sunday  school  should  be  put 
to  this  test?  the  answer  would  be.  Because  the  Sunday  school 
is  the  one  organization  in  the  church  in  and  through  which 
every  man,  woman,  and  child  may  find  a  suitable  place  in 
which  to  serve.  The  activities  of  the  modern  organized  Sunday 
school,  with  its  departments  and  classes,  are  so  numerous  and 
varied  that  every  one  who  can  be  induced  to  serve  may  find  a 
task  to  his  liking,  commensurate  with  his  time,  talents,  and  skill. 

Many  Sunday  schools  have  only  six,  eight,  or  ten  officers 
and  teachers,  when  they  should  reasonably  have  fifteen,  twenty, 
or  thirty.  A  great  many  Sunday  schools  have  fifteen,  twenty, 
or  thirty  officers  and  teachers  when  it  would  take  fifty,  seventy- 
five,  or  one  hundred  to  take  care  of  the  situation  adequately. 
Large    numbers    of    Sunday    schools    have    only    thirty-five. 


forty,  or  fifty  officers  and  teachers  when  they  need  one  hun- 
dred and  fifty  to  five  hundred  men,  women,  boys,  and  girls  in 
their  Sunday  school  organization. 

The  churches  are  full  of  saved  people  who  need  to  be  en- 
listed in  definite  service  for  Christ.  Their  idleness  is  not  caused 
by  the  lack  of  a  desire  to  do  something  for  their  Lord.  This 
desire  was  formed  when  Jesus  first  came  into  their  hearts.  In 
many  hearts  the  desire  to  serve  has  lain  dormant  so  long  that 
it  has  become  weak  and  feeble,  while  in  others  it  is  still  strong 
and  buoyant.  The  Sunday  school  is  a  place  where  every  one 
of  these  may  have  this  heart  hunger  for  service  gratified,  and 
if  all  are  not  put  to  work  and  trained  to  do  service  in  the 
Sunday  school,  the  vast  majority  of  them  will  never  realize  the 
joys  that  come  only  through  serving  Christ. 

Undoubtedly  this  is  the  crucial  test  of  the  efficiency  of  a 
Sunday  school,  for,  if  this  test  is  met,  the  other  three  will 
follow  as  the  day  follows  the  night. 



Because  only  one  chapter  in  this  study  is  being  devoted  to 
a  consideration  of  the  work  of  the  pastor  and  a  half-dozen 
chapters  or  more  to  that  of  the  superintendent,  it  should  not  be 
construed  that  the  pastor's  place  in  the  Sunday  school  is  of  less 
importance  than  that  of  the  superintendent's.  This  is  not  true 
by  any  means.  The  pastor  is  concerned  chiefly  with  the 
spiritual  life  of  the  school,  while  the  superintendent  must  of 
necessity  devote  a  large  share  of  his  time  and  attention  to 
methods  of  work  and  how  to  get  things  done.  Therefore, 
much  more  time  and  space  are  required  in  this  study  to  discuss, 
in  detail,  the  work  and  duties  of  the  superintendent  than  of  the 

It  takes  both  of  these  men  to  run  a  Sunday  school — the 
pastor  and  the  superintendent.  Each  has  his  particular  place 
and  work  in  the  Sunday  school  and  neither  can  take  the  place 
or  do  the  work  of  the  other.  They  are  also  inter-dependent; 
neither  can  succeed  in  the  highest  degree  without  the  whole- 
hearted, intelligent  support  and  co-operation  of  the  other.  One 
of  our  leading  pastors  differentiates  the  work  of  the  pastor  and 
superintendent,  thus:  "The  work  of  the  superintendent  is  prac- 
tical and  that  of  the  pastor  is  inspirational.  The  superintendent 
has  to  do  with  the  mechanical,  the  pastor  with  the  dynamic. 
The  superintendent  is  concerned  with  organizing  the  forces,  the 
pastor  with  their  creation  and  their  morale.  One  places  the 
soldiers  at  the  front,  the  other  keeps  the  home  fires  burning." 

Let  us  first  take  a  brief  glance  at  the  pastor's  place  in  the 
Sunday  school,  next  make  suggestions  concerning  some  things 
he  should  not  do,  and  then  present  a  study  of  what  he  should 



I.  The  pastor's  place  and  power 

The  pastor  of  the  church  is  pastor  of  every  activity  of  the 
church.  He  is  pastor  of  the  Sunday  school,  the  Training  Union, 
the  W.M.U.,  and  every  other  organization  and  church  activ- 
ity. He  is  the  under-shepherd,  the  overseer,  the  spiritual 
leader  of  the  entire  church — of  all  the  members  of  the  church 
and  every  activity  in  the  church — and  he  is  so  by  divine  ap- 
pointment.     This  relationship  is  therefore  a  holy  one. 

In  view  of  this  relationship  it  seems  very  improper  and  un- 
fortunate to  speak  of  the  pastor  as  the  "chief  officer"  of  the 
Sunday  school,  this  would  seem  to  circumscribe  his  work  and 
limit  his  prerogative.  If  it  is  correct  to  call  the  pastor  the 
chief  officer  of  the  Sunday  school,  it  would  also  be  correct  to 
call  him  the  "chief  officer"  of  the  Training  Union,  the  "chief 
officer"  of  the  W.M.U.,  and  the  "chief  officer"  of  every  other 
organization  in  the  church.  Is  it  not  enough  to  say  that  the 
pastor  of  the  church  is  the  pastor  of  the  Sunday  school,  with 
all  that  the  term  implies?  In  this  connection  let  us  note  some 
of  the  pastor's  prerogatives. 

1 .  He  Should  Have  General  Oversight  of  the  Sunday 

In  suggesting  that  the  pastor  have  general  oversight  of  the 
Sunday  school,  we  do  not  mean  that  the  pastor  should  be  the 
executive  officer  of  the  Sunday  school  or  that  he  is  to  run  the 
Sunday  school,  but  rather  that  he  is  the  chief  counselor  of  the 
Sunday  school,  always  ready  v^th  his  advice  and  counsel  when 
and  where  most  needed. 

The  Sunday  school  being  a  part  of  the  pastor's  work,  he 
should,  of  course,  be  vitally  interested  in  its  success,  and  he 
should  be  so  well  informed  about  all  phases  of  the  work  that 
suggestions  from  him  would  be  of  the  greatest  value  and 
would  be  gladly  received  by  the  superintendent  and  all  of  the 
other  officers  and  teachers.  The  success  of  the  pastor's 
ministry  is  so  closely  bound  up  with  the  success  of  his  Sunday 
school  that  to  neglect  it  would  be  to  cripple  seriously  his  work 
and  limit  his  usefulness. 


2.  He  Should  Lead  in  the  Teaching. 

One  of  the  New  Testament  qualifications  of  a  pastor  is  that 
he  must  be  "apt  to  teach."  He  is  also  enjoined  to  "Com- 
mit the  word  to  faithful  men  who  are  able  to  teach  others 
also."  A  good  Sunday  school  gives  the  pastor  an  oppor- 
tunity in  which  to  develop  his  people  through  a  teaching  min- 
istry. The  pastor  certainly  should  teach  his  teachers,  and 
through  them  he  can  teach  the  entire  church  membership  and 
scores  of  people  who  are  not  yet  members. 

Evidently  the  pastor  should  teach  and  train  the  leaders  in 
his  church.  This  duty  is  a  part  of  his  work  as  pastor  of  the 
church,  and  he  cannot  transfer  this  obligation  to  others  and 
at  the  same  time  fulfil  his  mission  in  the  highest  degree.  His 
preparation  should  fit  him  for  teaching  his  teachers  the  Bible 
and  all  the  books  in  the  Training  Course  for  Sunday  School 

II.  What  the  pastor  should  not  do 

1 .  He  Should  Not  Be  Superintendent  of  the  Sunday- 


The  pastor  should  not  be  superintendent  of  the  Sunday 
school.  He  will  need  a  superintendent,  and  he  should  see  that 
the  church  elects  the  best  man  for  the  place ;  and  then  he  should 
help  him  to  be  the  best  superintendent  possible.  Neither 
should  the  pastor  infringe  upon  the  authority  and  prerogatives 
of  the  superintendent;  he  should  not  announce  plans  for  the 
school,  appoint  officers  and  teachers,  transfer  classes  from 
one  room  to  another,  and  otherwise  assume  the  direct  leader- 
ship of  the  Sunday  school.  These  are  the  duties  of  the  super- 
intendent and  the  pastor  should  expect  the  superintendent  to 
attend  to  them.  The  pastor  should  not  run  the  Sunday 
school,  but  he  should  be  ready  to  help  the  superintendent  with 
his  advice  and  counsel  at  all  times. 

2.  He  Should  Not  Run  the  Sunday  School. 

Should  the  pastor  undertake  the  active  management  of  the 
Sunday  school,  appointing  officers  and  teachers,  grading  the 
school,   classifying   the   pupils,   doing   general   Sunday   school 


visiting,  ushering  pupils  to  their  seats,  conducting  the  Sunday 
morning  program,  and  leading  the  music,  no  matter  how  well 
he  may  be  able  to  do  these  things,  he  will  find  that  the  results 
will  not  be  satisfactory  in  the  end.  Usually  three  things  in- 
evitably will  result  if  the  pastor  undertakes  to  run  the  Sunday 

(1)  He  will  neglect  other  things  that  he  should  do. 

The  pastor  will  not  have  the  time  to  run  the  Sunday  school 
and  at  the  same  time  attend  to  his  other  duties.  Even  in  a 
very  small  church  the  pastor  will  have  his  hands  full  if  he  gives 
his  attention  to  the  things  which  need  him,  and  which  cannot 
be  done  by  any  one  else.  The  pastor  may  be  able  to  run  the 
Sunday  school  perhaps  better  than  the  superintendent;  indeed, 
he  might  make  a  first-class  superintendent,  but  it  would  be 
impossible  for  him  to  be  a  good  superintendent  and  a  good 
pastor  at  one  and  the  same  time.  The  pastor  cannot  run  the 
Sunday  school,  properly  prepare  his  sermons,  do  the  necessary 
reading  and  study,  minister  to  the  sick  and  respond  to  the 
multitudinous  calls  which  would  seem  to  have  a  right  to  his 
attention.  It  is  impossible.  The  pastor  cannot  do  every- 
thing himself  and  he  should  not  try. 

(2)  He  will  do  worJi  that  some  one  else  should  do. 

The  pastor  who  undertakes  to  do  everything  will  soon 
have  a  church  full  of  people  who  cannot  do  anything.  One 
of  the  pastor's  greatest  opportunities  for  service  will  be  found 
in  developing  capable  leaders  for  all  activities  in  the  church. 
Certainly  it  would  be  a  sad  commentary  on  his  ability  as 
"overseer"  if,  after  he  had  been  pastor  for  even  a  short 
time,  he  did  not  have  a  man  in  his  church  capable  of  being 
superintendent  of  the  Sunday  school.  There  is  something 
wrong  when  the  pastor  is  superintendent  of  the  Sunday  school, 
training  union  director,  doing  the  work  of  an  usher,  or  per- 
haps the  janitor.  When  this  state  of  affairs  exists,  it  is  be- 
cause the  pastor  has  failed  to  develop  his  people ;  he  has  been 
too  busy  doing  their  work  to  enlist,  train,  and  direct  them  to 
do  the  work  that  they  should  do. 


(3)   He  will  develop  opportunities  for  arousing  opposition. 

When  the  pastor  assumes  active  management  of  the  Sunday 
school,  or  when  he  unwisely  intrudes  his  opinions  or  infringes 
upon  the  prerogatives  and  duties  of  the  superintendent,  he  is 
certain  to  arouse  opposition  and  create  dissatisfaction.  It 
may  never  manifest  itself  outwardly,  but  eventually  there  will 
be  a  slackening  of  interest  and  enthusiasm  all  along  the  line. 
The  pastor  and  superintendent  are  yoke-fellows  in  a  great 
task  and  they  should  be  brothers  indeed,  at  all  times  showing 
the  greatest  consideration  for  each  other. 

III.  What  the  pastor  should  do 

The  pastor  owes  time  and  thought  to  his  Sunday  school, 
both  for  the  work's  sake  and  for  the  effectiveness  of  his 

1.   He  Should  Attend  the  Sunday  School  Regularly. 

The  pastor  should  attend  the  Sunday  school  promptly  on 
Sunday  morning.  His  presence  will  greatly  encourage  the 
superintendent  as  well  as  all  the  other  officers  and  teachers, 
and  will  be  an  inspiration  and  joy  to  the  entire  school.  He 
will  also  be  able  to  make  a  study  of  the  school  before  it  opens 
and  during  the  period  of  opening  worship,  and  in  this  way 
learn  many  things  about  the  school  which  he  could  not  know 
in  any  other  way. 

2.  He  May  Teach  a  Class. 

There  is  no  rule  to  govern  what  the  pastor  should  do  at 
this  point.  If  he  wants  to  teach  a  class,  he  should  do  so  by 
all  means.  Many  pastors  get  great  joy  out  of  teaching  a  class 
of  men.  Pastors  also  testify  that  they  have  been  able  to  broaden 
and  strengthen  their  ministry  in  this  way.  Some  men  will  join 
the  pastor's  class  who  would  not  otherwise  attend  the  Sunday 
school.  Likewise,  many  fine  men  can  easily  be  enlisted  to  assist 
in  building  the  pastor's  class  who  could  not  be  induced  to  serve 
elsewhere  in  the  Sunday  school. 

This  is  a  question,  however,  that  every  pastor  will  have 
to  settle  for  himself.     All  pastors  who  teach  great  classes  of 


men  testify  without  exception  that  in  their  judgment  the  pastor 
should  teach  a  Sunday  school  class.  Certainly,  if  teaching  a 
class  would  interfere  with  the  pastor's  Sunday  morning  sermon 
it  is  probable  that  he  should  not  teach.  On  the  other  hand, 
many  pastors  may  find  that  contact  with  a  great  class  im- 
proves their  preaching. 

The  argument  is  sometimes  advanced  that  if  the  pastor 
teaches  a  class  he  cannot  give  attention  to  the  other  part  of 
the  Sunday  school.  This  is  partially  true;  however,  before 
the  lesson  period,  and  also  after  the  lesson  period,  the  pastor 
will  have  opportunity  to  study  the  school.  Well-kept  records 
will  also  furnish  the  pastor  most  accurate  knowledge  concern- 
ing each  department  and  class  in  the  Sunday  school.  He  will 
also  find  that  the  weekly  teachers'  meeting  will  afford  him  a 
fine  opportunity  to  find  out  what  is  going  on  in  the  Sunday 

At  intervals,  perhaps  once  a  month,  the  pastor  should  have 
a  substitute  teacher  supply  for  him,  at  which  time  he  should 
go  with  the  superintendent  through  the  Sunday  school  for  the 
purpose  of  making  a  close  study  of  the  school  in  operation. 
To  be  sure  he  should  time  his  visits  wisely,  so  that  no  program 
or  class  is  disturbed  or  interrupted  by  these  visits. 

3.  He  Should  Co-operate  in  Formulating  and  Directing  the 
Policies  of  the  School. 

The  pastor  and  superintendent  should  meet  often  for  con- 
ference concerning  every  phase  of  the  work  of  the  school. 
With  the  records  before  them  they  can  easily  get  into  the 
problems  which  need  attention  most.  The  method  of  con- 
ducting the  teachers'  meeting  may  need  changing.  The  or- 
ganization may  need  expanding.  The  pupils  may  not  attend 
the  preaching  service  as  they  should.  The  soul-winning  spirit 
in  the  school  may  be  at  a  low  ebb.  A  training  school  for  the 
workers  may  be  the  imperative  need.  These  and  other  vital 
questions  would  claim  attention  as  they  meet  for  prayer  and 
conference.  In  this  way  the  pastor  will  put  his  stamp  upon  the 
Sunday  school  as  he  can  do  in  perhaps  no  other  way. 

He  will  find  here  his  best  chance  to  exercise  proper  over- 
sight and  direction  of  the  Sunday  school  through  the  super- 


intendent.  The  pastor  and  the  superintendent  together  are  an 
irresistible  force  in  building  the  Sunday  school  and  in  "pulling 
down  the  strongholds  of  satan."  In  speaking  of  these  two 
men,  a  pastor  recently  said:  "The  pastor  can  chase  a  thousand 
and  the  superintendent  can  chase  a  thousand,  but  the  pastor 
and  superintendent  together  can  put  ten  thousand  to   flight." 

4.  He  Should  Help  Secure  Workers. 

Neither  pastor  nor  superintendent  should  nominate  teachers 
without  consulting  each  other.  Both  are  interested  in  this 
vital  matter  and  the  wisdom  of  both  is  needed  in  the  selection 
of  the  men  and  women  who  should  teach  in  the  Sunday  school. 
One  of  the  most  important  and  at  the  same  time  most  difficult 
tasks  confronting  the  pastor  in  the  work  of  the  entire  church 
is  the  enlistment  of  men  and  women  to  teach  in  the  Sunday 
school.  Certainly,  then,  he  would  co-operate  with  the  super- 
intendent in  the  selection,  enlistment,  and  training  of  all  the 
officers  and  teachers. 

( 1 )  Their  selection. 

With  the  church  roll  before  them  the  pastor  and  superin- 
tendent would  be  able  to  make  a  long  list  of  capable  men  and 
women  who  have  teaching  gifts.  These  should  be  assigned  to 
the  department  and  grade  in  which,  in  the  judgment  of  the 
pastor  and  superintendent,  they  will  be  best  able  to  teach. 

(2)  Their  enlistment. 

With  this  list  in  their  hands,  the  pastor  and  superintendent 
should  visit  these  prospective  teachers  and  secure  their  consent 
to  enter  the  work.  Often  more  than  one  visit  will  have  to 
be  made  before  consent  can  be  secured.  Time  for  thought 
and  prayer  will  be  necessary  before  a  decision  can  be  reached. 
Such  work  pays  large  dividends  and  should  constantly  find  a 
place   in   the    activities    of   the   pastor. 

(3)  Their  training. 

Next  comes  the  training  of  these  workers.  Just  here  is  one 
of  the  pastor's  richest  fields  of  labor.  Certainly  there  should 
be  a  well-defined  policy  for  training  Sunday  school  workers 
in  every  church.     The  pastor  should  be  the  best  equipped  man 


in  the  church  to  lead  in  this  work.  It  is  his  place  by  virtue 
of  his  calling  and  position,  and  he  neglects  it  always  at  the 
peril  of  seeing  his  work  suffer. 

5.  He  Should  Recognize  the  Bible  Study  Opportunity. 
Every  true  pastor  desires  that  his  people — all   of   them — 

shall  study  the  Bible.  He  knows  that  a  study  of  the  Bible 
will  help  in  the  solution  of  a  large  part  of  their  individual 
problems  and  also  the  great  majority  of  the  problems  of  the 

The  Sunday  school  provides  a  helpful,  definite,  practical, 
attractive  plan  for  Bible  study  for  all  the  people,  from  the 
youngest  to  the  oldest.  The  lessons  are  planned  with  this 
end  in  view. 

Then  the  Sunday  school  is  organized  in  such  a  way  as  to 
make  it  possible  to  reach  all  the  people  and  bring  them  into 
the  Sunday  school,  where  they  may  be  taught.  The  pastor 
should  seize  this  opportunity  for  Bible  study  for  his  people 
and  earnestly  throw  his  influence  back  of  the  Sunday  school, 
co-operating  with  the  superintendent  in  endeavoring  to  get 
every  member  of  the  church  and  all  others  possible  into  the 
Sunday  school  for  Bible  study. 

6.  He  Should  Recognize   the  Soul-Winning   Opportunity. 
The  Sunday   school   affords   the  pastor   a   fertile   field   of 

evangelism  day  after  day.  If  the  Sunday  school  is  constantly 
bringing  in  lost  people,  as  it  should,  the  pastor  may  be  kept 
busy  here  at  the  work  of  winning  the  lost  to  Christ. 

Note  how  the  Sunday  school  is  logically  the  pastor's  soul- 
winning  opportunity. 

(1 )    As  a  field  in  which  to  win  souls. 

Practically  without  exception,  all  Sunday  schools  have 
numbers  of  lost  people  on  their  rolls.  This  is  true  even  in 
very  small  Sunday  schools.  Within  the  membership  of  all 
large  Sunday  schools  and  in  Sunday  schools  which  maintain 
a  systematic  and  vigorous  effort  for  reaching  the  people,  large 
numbers  of  people  who  are  not  Christians  are  to  be  found. 

Another  thing,  a  great  many  of  those  who  are  not  Christians 


are  children  and  young  people  and  are  the  more  easily  reached 
for  Christ.  Likewise,  the  surroundings  in  the  Sunday  school 
create  a  favorable  atmosphere  for  winning  the  lost  pupils  to 
Christ.  The  task  of  winning  grown  men  and  women  to 
Christ  is  half  accomplished  when  they  become  regular  attend- 
ants at  the  Sunday  school. 

A  well  organized,  vigorous,  out-reaching  Sunday  school 
will  continually  keep  a  soul-winning  pastor  well  supplied  with 
abundant  soul-winning  material,  consisting  of  children,  boys 
and  girls,  and  men  and  women,  whose  greatest  need  is  Christ. 

(2)  As  a  force  for  winning  souls. 

Practically  without  exception  all  of  the  soul-winners  in 
every  church  belong  to  the  Sunday  school.  They  are  the  of- 
ficers and  teachers  of  the  Sunday  school,  and  the  officers  and 
members  of  the  organized  classes.  These  constitute  a  soul- 
winners'  band  already  organized  and  ready  to  be  put  to 
work  by  the  pastor.  The  general  superintendent  and  the  super- 
intendents of  the  departments  are  his  key  people;  next  come 
the  teachers,  each  one  having  special  interest  in  the  lost  pupils 
in  his  class.  Then  in  each  class  there  are  saved  pupils  who 
may  be  enlisted  easily  in  behalf  of  their  fellow  pupils  who  are 
yet  strangers  to  Christ.  In  this  way  the  Sunday  school  pre- 
sents a  definite  field  of  service  to  each  teacher  and  saved 
pupil  to  win  the  lost  in  his  own  particular  department  and 
class.  A  truly  wonderful  opportunity  is  hereby  presented  to 
the  pastor  constantly  to  lead  this  soul-winning  force  of  Sunday 
school  officers,  teachers,  and  saved  pupils  in  the  work  of  winning 
the  lost. 

7.  He  Should  Recognize  the  Preaching  Opportunity 
The  Sunday  school  should  furnish  the  pastor  a  most  fruit- 
ful field  for  preaching  the  gospel,   and  any  pastor  who  fails 
to  take  advantage  of  this  opportunity  to  preach  to  his  Sunday 
school  is  bound  to  suffer  loss  in  his  preaching  ministry. 

In  practically  all  Sunday  schools  at  least  75  per  cent  of  the 
Sunday  school  pupils  above  the  Primary  age  may  be  induced 
to  remain  for  the  Sunday  morning  sermon  if  the  matter  is  ap- 
proached in  an  intelligent  and  vigorous  way. 


The  pastor  should  lead  in  this  matter  or  at  least  he  should 
co-operate  fully  with  the  superintendent  and  teachers  in 
bringing  it  about.  There  is  no  doubt  that  the  Sunday  school 
may  be  made  to  add  greatly  to  the  effectiveness  of  the  preach- 
ing of  the  pastor. 

( 1 )  The  Sunday  school  may  he  made  to  add  large  num- 
bers to  the  preaching  service. 

In  many  churches  the  Sunday  school  congregation  is  found 
to  be  larger  than  the  congregation  at  the  eleven  o'clock  preach- 
ing service.  This  should  not  be,  need  not  be,  and  will  not  be 
if  the  pastor  and  the  superintendent  make  up  their  minds  that 
it  shall  not  be.  The  Sunday  school  pupils  should  constitute  a 
large  part  of  the  pastor's  Sunday  morning  congregation.  In 
churches  where  the  pupils  attend  the  preaching  service,  the 
pastor  usually  preaches  to  a  house  filled  to  overflowing  and  no 
preacher,  who  preaches  to  the  majority  of  his  Sunday  school 
Sunday  after  Sunday,  will  ever  be  in  want  of  hearers. 

(2)  The  Sunday  school  offers  an  opportunity  for  the  pastor 
to  preach  to  the  lost. 

(a)  An  observation  and  two  questions. 

The  average  Sunday  morning  congregation  is  made  up  of 
church  members.  A  set  formal  service  is  the  usual  order.  A 
lengthy  musical  program  precedes  the  sermon  of  the  morning. 
Many  churches  like  this  sort  of  a  thing.  Many  preachers  like 
it,  or  at  least  they  quietly  acquiesce,  seemingly  thinking  that 
there  is  nothing  else  to  be  done.  For  this  reason,  no  doubt, 
the  evangelistic  note  and  appeal  are  silent  in  the  average  Sun- 
day morning  sermon.  Two  questions  arise  here.  First,  Is 
this  kind  of  service  best  for  the  promotion  and  ongoing 
of  the  Kingdom?  Second,  What  would  be  its  practical  value 
to  lost  people  should  they  attend? 

(b)  The  logical  time  for  an  evangelistic  message. 

Should  the  pastor  and  church  desire  it,  the  Sunday  morning 
service  may  be  made  to  yield  a  great  harvest  of  souls  regularly. 
This  may  be  accomplished  by  bringing  into  the  preaching  ser- 
vice the  Sunday  school  pupils  who  are  not  Christians,   thus 


furnishing  the  pastor  a  real  evangehstic  opportunity.  Logically 
the  Sunday  morning  preaching  service  is  the  time  and  occasion 
for  the  pastor  to  win  the  lost  to  Christ.  The  surroundings  and 
atmosphere  are  certainly  most  favorable  for  timid  boys  and 
girls  and  young  men  and  women  to  yield  to  the  pastor's  in- 
vitation to  accept  Christ  at  the  close  of  the  sermon.  The  pupils 
come  fresh  from  the  classes  where  they  have  been  taught  by 
godly  teachers.  They  sit  together  in  the  preaching  service  in 
classes  and  departments  with  their  teachers.  The  appeal  of 
the  pastor  can  easily  be  re-enforced  by  a  sympathetic  glance, 
an  earnest  word  or  gentle  pressure  on  the  hand  on  the  part  of 
a  praying  teacher  or  an  anxious  saved  fellow  pupil. 

(3)  The  Sunday  school  offers  an  opportunity  for  the  pastor 
to  preach  to  the  young  church  members. 

The  young  church  members  almost  without  exception  at- 
tend the  Sunday  school.  Most  of  them  come  out  of  the 
Sunday  school  into  the  church  and  they  have  not  yet  broken 
the  Sunday  school  attendance  habit.  Now  is  the  time  to  tie 
them  on  to  the  church  through  the  preaching  service.  They 
need  to  be  made  to  realize  that  the  preaching  service  is  for 
them  as  well  as  for  their  fathers  and  mothers,  that  it  is  an  es- 
sential in  their  spiritual  up-building. 

Furthermore,  the  young  church  members  in  the  Sunday  morn- 
ing congregation  present  to  the  pastor  a  wonderful  opportunity 
to  impress  upon  their  hearts  the  call  of  God  to  special  service. 
For  the  purpose  of  calling  out  for  special  service  and  bringing 
to  a  decision  those  whom  God  has  called,  there  is  no  oppor- 
tunity comparable  to  that  offered  the  pastor  in  his  own  church 
with  his  own  young  people  at  the  Sunday  morning  preaching 

8.  He  Should  Recognize  the  Missionary  Instruction  Oppor- 

In  the  Sunday  school  the  foundation  may  be  laid  for  mis- 
sionary instruction  and  training  in  the  early  years  of  the  pupils* 
lives.  Here  we  begin  with  the  Beginners  and  every  year  until 
they  enter  the  Young  People's  department,  at  seventeen  years 
of  age,  there  is  special  missionary  instruction  provided  in  the 


Graded  Lessons,  consisting  of  entire  lessons  on  missions.  Also 
memory  verses  on  missions,  missionary  songs,  and  many  illus- 
trations from  the  lives  and  deeds  of  missionaries  are  used  in 
teaching  missions  in  the  Sunday  school.  In  fact,  these  lessons 
contain  a  veritable  storehouse  of  missionary  information  and 

Likewise,  the  Uniform  Lessons  provide  a  number  of  lessons 
on  missions  for  each  grade  each  year.  Then,  in  addition  to 
the  material  contained  in  the  lessons,  there  is  the  provision  of 
a  Sunday  School  Calendar  of  Denominational  Activities  with 
its  periodic  emphasis  on  all  phases  of  missionary  activity. 

Attractive  program  material  is  prepared  and  sent  free  on 
request.  These  programs  are  adapted  for  use  in  all  our  Sunday 
schools  and  may  be  made  most  interesting  to  both  young  and 
old  alike.  A  place  in  each  program  is  also  made  for  a  Sunday 
school  offering  to  missions,  thus  teaching  by  example  as  well  as 
precept.  Certainly  the  wise  pastor  will  gladly  take  advantage 
of  these  aids  in  teaching  his  people  missions  in  and  through  the 
Sunday  schools. 

9.  He  Should  Recognize  the  Enlistment  Opportunity. 

Every  Christian  needs  to  be  busy.  He  needs  a  task  com- 
mensurate with  his  taste,  time,  talents  and  skill,  and  then  he 
needs  to  be  trained  for  that  place  and  put  to  work.  The  para- 
mount question  is.  Where  and  how  may  this  be  done? 

In  the  modern  well-organized  Sunday  school  there  is  a  place 
for  every  member  of  the  church  to  work.  There  is  a  definite 
task  for  each  one  to  perform.  With  the  help  of  the  superin- 
tendent the  pastor  should  locate  these  places  of  service,  dis- 
cover those  who  are  best  suited  to  fill  them,  and  adjust  each 
one  to  his  particular  task — no  one  should  be  neglected. 

By  way  of  recapitulation,  let  us  see  some  of  the  many  ways 
the  modern  Sunday  school  offers  simple,  practical  ways  and 
means  by  which  a  pastor  may  keep  all  of  his  people  busy  all 
the  time  at  worth-while  tasks. 

(  1  )    Teaching  the  Bible. 

(2)  Reaching  the  people. 

(3)  Winning  the  lost  to   Christ. 


(4)  Training  workers. 

(5)  Keeping  records. 

(6)  Maintaining  an  orchestra. 

(7)  Providing    social   pleasures. 

(8)  Social  service  and  relief  work. 

( 1  )    Teaching  the  Bible. 

The  Sunday  school  furnishes  the  place,  the  plan,  the  time 
and  the  opportunity  for  the  pastor  to  enlist  large  numbers  of 
men  and  women  to  assist  him  in  teaching  the  Bible  to  great 
numbers  of  people. 

(2)  Reaching  the  people. 

The  opportunity  is  afforded  in  the  Sunday  school  for  every 
member  of  the  church  to  keep  busy  every  moment  he  can 
possibly  spare,  going  into  the  homes  of  the  people,  visiting 
absent  pupils  and  seeking  new  pupils  for  the  Sunday  school. 

(3)  Winning  the  lost  to  Christ. 

Through  the  Sunday  school  all  the  lost  people  in  the  com- 
munity may  be  located,  and  in  the  Sunday  school  every  saved 
pupil,  officer,  and  teacher  may  find  a  most  fruitful  field  for  real, 
intensive,  dead-in-earnest  work  as  a  soul-winner. 

(4)  Training  workers. 

Not  only  will  the  pastor  have  an  opportunity  to  train  his 
officers  and  teachers  himself,  but  the  Sunday  school  will 
afford  him  an  opportunity  to  enlist  a  large  number  of  his  people 
to  assist  him  in  teaching  classes  in  the  Normal  Sunday  School 
Course,  methods  of  Bible  study,  methods  of  teaching,  methods 
of  organization  in  all  departments,  and  methods  of  Sunday 
school  administration. 

(5)  Keeping  records. 

If  the  records  in  the  Sunday  school  are  properly  kept,  not 
only  will  they  furnish  the  pastor  with  information  as  to  what 
is  going  on  in  the  Sunday  school,  but  they  will  also  provide 
employment  for  a  large  number  of  secretaries,  thus  utilizing 
the  talents  and  skill  of  a  large  number  of  people  in  this  par- 
ticular phase  of  service.   In  a  Sunday  school  with  an  attendance 


of  300  to  500  the  number  of  general  and  department  secretar- 
ies and  their  associates  would  be  ten  or  twelve,  with  at  least 
twice  that  number  of  class  secretaries. 

(6)  Maintaining  an  orchestra. 

A  fine  orchestra  is  possible  in  practically  any  Sunday  school. 
This  is  a  means  of  utilizing  the  musical  talents  of  all  the 
musically  inclined  young  people,  and  at  the  same  time  of  making 
the  Sunday  school  services  most  attractive  and  charming. 

(7)  Providing  social  pleasures. 

This  delightful  form  of  Christian  service  may  find  its  best 
opportunity  for  useful  expression  in  the  Sunday  school. 

(a.)  In  utilizing  as  social  leaders  those  having  the  neces- 
sary qualifications. 

The  general  direction  of  the  social  life  of  the  Sunday 
school  should  be  assigned  to  a  good  man  or  woman  especially 
gifted  for  this  work.  Then  in  each  department  one  particu- 
lar person  should  be  charged  with  the  task  of  making 
the  department  as  attractive  as  possible,  socially.  This  per- 
son may  be  the  superintendent,  the  associate  superintendent, 
or  one  of  the  teachers.  Also,  in  each  class  above  the  Junior 
department  the  social  life  of  the  class  should  be  assigned 
to  a  certain  member  of  the  class.  Thus  we  see  the  large 
number  of  men  and  women  necessary  to  take  care  of  the  social 
life  of  the  Sunday  school  properly. 

(b.)  In  providing  a  congenial  place  socially  for  every  mem- 
ber of  the  church  and  Sunday  school. 

Wholesome  play  is  almost  as  necessary  for  the  all-around 
development  of  the  Christian  as  hard  work.  It  is  really  a 
form  of  Christian  service.  It  is  necessary  for  the  Christian's 
highest  development  and  usefulness.  As  "all  work  and  no 
play  makes  Jack  a  dull  boy,"  just  so  does  it  unfit  the  Chris- 
tian for  proper  participation  in  many  of  the  privileges  and  op- 
portunities for  doing  good  that  otherwise  he  would  be  able 
to  utilize. 

The  plans  for  the  social  life  of  the  Sunday  school  should  be 
so  directed  as  to  provide  attractions  for  every  member  of  the 


church  and  Sunday  school,  and  all  should  be  urged  to  attend 
and  participate. 

This  is  much  desired  and  may  be  attained  by  the  pastor's  co- 
operating with  the  superintendent  in  planning  for  the  social  side 
of  the  life  of  the  Sunday  school. 

(8)    Social  service  and  relief  work. 

The  thorough  knowledge  of  the  constituency  of  the  local 
church,  made  possible  by  the  activities  of  the  departmentized 
Sunday  school,  offers  unparalleled  opportunity  for  an  exer- 
cise of  Christian  fellowship  and  love.  Wisely  directed  energy 
given  to  the  relief,  in  the  name  of  Jesus,  of  all  who  are  in  dis- 
tress of  any  kind  will  contribute  greatly  to  the  spiritual  power 
of  individuals  and  of  the  church. 



The  purpose  of  this  chapter  is  to  deal  with  the  Sunday 
school  superintendent's  position  or  place  in  the  Sunday  school 
and  not  with  the  superintendent  personally  or  his  duties,  ex- 
cept indirectly.  These  important  themes  will  be  left  for 
consideration  later. 

The  office  of  Sunday  school  superintendent  is  a  church 
office;  therefore,  the  superintendent  is  a  church  officer.  Being 
a  church  officer,  he  should  be  elected  by  the  church  and  placed 
in  charge  of  the  Sunday  school  and  held  responsible  for  the 
manner  in  which  he  conducts  the  affairs  of  the  school. 

Before  undertaking  his  work  the  superintendent  should  have 
a  well-defined  conception  of  what  is  involved  in  his  position. 
The  aim  in  this  discussion  is  to  define,  in  a  general  way,  the 
superintendent's  place  in  the  Sunday  school  and  help  him  to  a 
proper  appreciation  of  the  heavy  obligation  under  which  he 
is  placed  when  elected  superintendent  of  the  Sunday  school. 

The  superintendent's  place  in  the  Sunday  school  can  be  set 
out  very  clearly  in  the  following  outline: 

I.   A  Place  of  Great  Responsibility. 
II.  A  Place  of  Corresponding  Authority. 

III.  A  Place  of  Wonderful  Opportunity. 

IV.  A  Place  of  Certain  Rewards. 

An  earnest  study  of  these  four  aspects  of  the  subject  would 
cause  churches  to  be  more  prayerful  and  careful  in  choosing 
men  to  lead  the  people  in  the  study  of  the  Bible  in  the  Sunday 
schools.     It  would  also  cause  the  officers  and  teachers  of  Sun- 



day  schools  to  respond  more  readily  to  the  leadership  of  the 
superintendents  and  co-operate  more  whole-heartedly  with  them 
in  their  plans  and  efforts  to  build  up  and  improve  the  schools. 

Likewise,  it  would  cause  men  who  have  been  elected  to  the 
high  office  of  Sunday  school  superintendent  to  brush  aside  all 
unworthy  ambitions  and  aims  which  might  intrude  themselves 
and  accept  the  position  only  after  finding  out  the  will  of  God. 
It  should  also  cause  them  to  prepare  themselves  thoroughly  for 
their  duties  and  to  attend  to  these  duties  with  a  high  sense  of 
their  importance  and  in  the  fear  of  God. 

Let  us    take  up  each  of  these  facts  and  study  them. 


The  office  of  Sunday  school  superintendent  is  a  sacred 
trust  in  which  heavy  obligations  and  responsibilities  are  in- 
volved. Every  church  should  realize  this  when  selecting  the 
man  into  whose  hands  the  direction  of  the  affairs  of  the  Sun- 
day school  are  to  be  committed.  Likewise,  everj'^  man  who  is 
elected  to  this  position  by  his  church  should  so  regard  it.  Cer- 
tainly no  man  should  be  elected  to  this  office  with  the  view  of 
honoring  him  or  because  he  has  outstanding  social,  business 
or  financial  prestige.  And  no  man  should  accept  the  superin- 
tendency  of  the  Sunday  school  without  first  earnestly  seek- 
ing divine  guidance ;  second,  without  committing  himself  wholly, 
with  all  that  he  is  and  has,  to  the  task;  and  third,  with- 
out resolving  that  he  will  make  the  Sunday  school  his 
consideration,  and  not  allow  other  things,  no  matter  how  im- 
portant, such  as  business,  social  obligations,  lodges,  love  of 
ease  and  comfort  to  cool  his  ardor  and  slow  him  up  in  the 
prosecution  of  his  duties  as  superintendent  of  the  Sunday  school. 

This  leads  us  to  say  that  the  success  or  failure  of  the 
Sunday  school  rests  wholly  and  entirely  in  his  hands.  If  the 
Sunday  school  is  a  failure,  it  is  because  the  superintendent  al- 
lows it;  if  the  Sunday  school  is  a  success,  it  is  because  he 
makes  it  so. 

We  understand  very  well  the  place  and  the  value  of  the 
pastor  in  the  Sunday  school,  also  the  need  and  worth  of  a 
trained  corps  of  officers  and  teachers.      However,  no  matter 


how  skilled  the  pastor  or  how  efficient  the  other  officers  and 
teachers,  they  cannot  build  and  maintain  an  efficient,  powerful, 
soul-winning  Sunday  school  with  an  incompetent  superintendent 
in  charge.  The  place  of  the  Sunday  school  superintendent  is 
one  of  heavy  responsibility  and  every  man  who  accepts  such 
a  position  should  so  understand  it. 


The  responsibility  involved  in  the  office  of  Sunday  school 
superintendent  rightly  carries  with  it  a  certain  amount  of  au- 
thority. In  the  very  nature  of  the  case  this  must  be  so,  other- 
wise the  superintendent  could  not  be  held  responsible  for  the 
success  of  the  Sunday  school.  The  superintendent's  work  is  all 
on  a  co-operative  basis ;  therefore,  he  is  not,  must  not  and 
cannot  be  a  dictator  or  a  boss.  His  authority  is  the  authority 
which  belongs  to  and  accompanies  successful  leadership.  He 
commands  by  valorous  deeds  and  not  by  words.  He  has  a 
right,  on  account  of  his  position,  to  ask  people  to  do  things, 
but  his  requests  must  always  be  with  "words  of  grace  sea- 
soned with  salt,"  backed  up  by  "deeds  which  speak  louder  than 

His  work  is  all  co-operative  and  he  must  have  a  high  con- 
ception of  the  sacred  relation  existing  between  himself  and 
his  co-v/orkers. 

1 .  His  Relation  to  His  Pastor. 

He  should  never  mature  plans  and  aimounce  policies  with- 
out first  consulting  his  pastor  and  securing  his  advice,  and 
he  should  make  no  important  moves  without  being  in  perfect 
harmony  and  agreement  with  his  pastor.  The  two  are  yoke- 
fellows in  building  and  maintaining  the  Sunday  school,  and 
the  superintendent  should  recognize  in  the  pastor  his  chief  ad- 
viser, his  best  friend,  his  spiritual  leader;  he  should  confide  in 
him,  love  him,  and  support  him. 

2.  His  Attitude  or  Relation  to  the  Other  Officers  and 

The  superintendent  at  all  times  should  manifest  the  greatest 
consideration  for  the  other  officers  and  teachers.     He  should 


consult  with  them  about  his  plans  for  the  school  and  seek  in 
every  way  to  keep  them  informed.  He  should  seek  their  views 
and  utilize  their  thinking,  ever  having  in  mind  that  they  have 
rights  and  are  vitally  interested  in  the  success  of  the  Sunday 
school.  It  is  not  just  to  the  other  officers  and  teachers  for 
the  superintendent  to  interfere  with  their  duties  and  affairs. 
He  should  be  so  sympathetic  with  them  in  their  work  and  so 
fair  in  all  his  dealings  with  them  that  they  will  seek  his  counsel 
and  help,  and  at  all  times  respect  his  authority  as  superintendent 
of  the  Sunday  school. 

3.  His  Relation  to  the  School. 

The  fact  that  he  has  been  chosen  by  the  church  and  put  in 
charge  of  the  Sunday  school  elevates  him  to  a  place  of  sacred 
authority,  which  he  may  maintain  by  exercising  the  right  atti- 
tude at  all  times  toward  the  school.  How  important  it  is  that 
he  should  keep  himself  well  in  hand!  At  no  time  and  under 
no  circumstances  whatever  has  he  the  right  to  display  impa- 
tience, dissatisfaction,  or  a  bad  temper,  and  give  the  Sunday 
school  a  "call  down"  because  he  does  not  always  get  the 
response  from  the  school  that  he  desires.  His  position  does 
not  warrant  this  and  his  authority  suffers  every  time  it  is  done. 

The  superintendent  should  not  speak  of  the  Sunday  school 
as  "my  school"  but  as  "our  school."  He  should  not  say  to 
the  school,  "I  want  you  to  do  this,  that,  or  the  other  thing," 
but,  "Let  us  do  this,  that,  or  the  other  thing." 

The  Sunday  school  will  recognize  and  respect  the  authority 
of  the  superintendent  and  respond  to  his  leadership  usually  in 
proportion  to  the  ability  and  spirit  displayed  by  the  superin- 
tendent in  his  direction  of  the  Sunday  school. 


Next  to  the  pastor  the  Sunday  school  superintendent  per- 
haps has  the  greatest  opportunity  to  help  and  bless  the  lives 
of  other  people. 

1 .   Multitudes  of  People  Need  the  Sunday  School. 

There  are  so  many  people  on  the  outside  of  the  Sunday 
school  who  need  the  blessings  afforded  by  the  Sunday  school. 


They  have  little  concern  about  their  souls;  they  do  not  study 
the  Bible;  they  do  not  know  Christ;  they  rarely,  and  many  of 
them  never,  enter  the  doors  of  a  church.  The  business  of  the 
superintendent  is  to  lead  the  forces  out  into  the  cities,  towns, 
and  country  communities  and  bring  every  such  man,  woman, 
and  child  into  the  Sunday  school  to  study  the  Bible. 

2.  Multitudes  of  People  Need  to  be  Won  to  Christ. 

The  Sunday  schools  are  filled  with  boys  and  girls  and 
young  people  who  are  strangers  to  Christ.  Their  supreme  need 
is  Christ.  He  can  save  them.  He  wants  to  save  them.  He 
stands  waiting  for  them  to  be  brought  to  him  that  he  may  save 

The  Sunday  school  officers  and  teachers  constitute  a 
mighty  soul-winning  force,  compared  to  which  there  is  none 
like  it.  Here  in  the  Sunday  school  is  a  field  white  for  the 
harvest,  and  here  also  are  laborers  ready  and  able  to  gather 
the  harvest.  Wonderful,  glorious  opportunities  are  hereby 
presented  day  by  day  to  the  superintendent  in  co-operation 
with  the  pastor,  to  lead  this  force  of  laborers  out  into  the  fields 
to  gather  the  harvest. 

3.  Multitudes  of  Idle  Church  Members  Need  Work- 
There  is  a  place  in  every  Sunday  school  for  every  member 

of  the  church  to  work.  The  opportunities  offered  for  service 
in  the  Sunday  school  are  incomparable.  An  army  of  men 
and  women  and  young  people  is  needed  to  work  in  the 
Sunday  school.  Many  officers,  teachers,  class  officers,  Cradle 
Roll  and  Extension  department  visitors  are  needed  in  even  the 
.smallest  Sunday  school. 

TTie  great  majority  of  Sunday  schools  do  not  have  half 
enough  officers  and  teachers.  But  some  one  will  ask.  Where 
can  so  many  capable  officers  and  teachers  be  found?  The 
answer  is.  There  is  a  sufficient  number  of  splendid  men  and 
women  in  every  church  who  love  the  Lord  and  desire  to  serve 
him,  to  do  this  work.  They  need  to  be  enlisted  and  adjusted 
to  a  position  on  the  Sunday  school  force  of  officers  and 
teachers  and  trained  for  their  particular  tasks. 


What  a  chance  for  the  Sunday  school  superintendent,  work- 
ing hand  in  hand  with  the  pastor,  to  multiply  his  own  useful- 
ness many  times  over  again!  How  alert,  tireless,  prayerful 
and  in  dead  earnest  he  should  be  not  to  allow  one  of  these 
blessed  opportunities  to  slip  by  unused  for  helping  others  into 
larger  fields  of  service  for  Christ! 


What  is  said  of  the  office  of  the  deacon  is  undoubtedly  true 
of  the  office  of  the  superintendent  of  the  Sunday  school.  I 
am  sure  there  cannot  be  a  doubt  that  any  man  who  uses  the 
office  of  a  Sunday  school  superintendent  well  "will  purchase 
to  himself  a  good  degree  and  great  boldness  in  the  faith  which 
is  in  Christ  Jesus"  (1  Tim.  3:  13). 

The  work  of  a  consecrated,  faithful,  energetic,  capable 
Sunday  school  superintendent  is  far-reaching  in  its  effects  and 
results.  How  far  no  one  can  tell.  He  rightly  shares  in  the 
work  of  every  other  officer  and  every  teacher  in  the  Sunday 
school.  He  shares  in  the  work  of  the  Cradle  Roll  superinten- 
dent, and  of  every  visitor  in  the  Extension  department.  He 
shares  in  the  work  of  every  teacher  in  every  lesson  taught.  He 
has  a  share  in  the  work  of  bringing  every  pupil  into  the  Sunday 
school,  and  in  every  soul  won  to  Christ  through  the  work  of 
the   Sunday   school. 

The  rewards  of  the  Sunday  school  superintendent  will  be 
commensurate  with  the  manner  in  which  he  has  met  his  respon- 
sibilities, taking  advantage  of  his  opportunities,  and  done  his 
work.  "Be  ye  strong  therefore,  and  let  not  your  hands  be 
weak:  for  your  work  shall  be  rewarded"  (2  Chronicles  15: 



It  is  not  the  aim  here  to  set  up  ideals  for  superintendents 
which  are  unattainable  or  to  catalog  a  long  list  of  impossible 
virtues  and  insist  that  Sunday  school  superintendents  shall 
measure  up  to  them.  This  would  be  a  waste  of  time  and  a 
discouragement  to  men  who  are  trying  to  make  their  lives 
tell  for  the  most  in  places  of  leadership  in  the  Sunday  school. 
Neither  is  it  the  purpose  to  set  out  in  any  formal  or  perfunc- 
tory sense  the  qualifications  of  a  Sunday  school  superintendent. 
But  instead,  to  call  attention  to  some  spiritual  quahfications,  and 
essential  elements  of  leadership,  which  superintendents  may 
naturally  possess  in  a  greater  or  lesser  degree  or  which  may 
be  acquired  and  carefully  cultivated  day  by  day. 

I.  Essential  spiritual  qualifications  of  the  super- 

1 .   He  Should  Be  Consecrated  to  the  Work. 

No  man  should  accept  the  call  to  become  superintendent  of 
a  Sunday  school  unless  he  has  a  definite  impression  that  God 
is  in  the  call,  that  it  is  the  voice  of  God  as  well  as  the  voice 
of  his  church  that  calls  him  to  the  task.  It  is  a  worthy  ambi- 
tion for  a  man  to  have  a  desire  for  a  place  of  great  opportunity 
for  service,  but  he  should  be  sure  that  such  ambition  is  a  holy 
one.  He  should  examine  himself  carefully  to  see  that  he  is 
not  actuated  by  any  selfish  purpose  or  unrighteous  motive,  but 
by  a  high  and  holy  desire  to  serve  God  and  his  fellow  man. 
This  point  being  thoroughly  settled  before  accepting  the  position 
of  Sunday  school  superintendent,  he  should  make  up  his  mind 



that  he  will  consecrate  himself  wholly  to  the  work  of  the  Sun- 
day school  with  a  high  sense  of  all  that  is  involved  in  the 

(1)  His  talents. 

His  motto  should  be,  in  the  words  of  the  Apostle  Paul, 
"This  one  thing  I  do."  Superintendents  do  not  fail  to  make 
a  success  of  their  work  because  of  lack  of  ability;  even  a 
one-talented  man  can  make  a  success  of  a  Sunday  school  if 
he  will  give  that  talent  wholly  to  his  work.  The  superin- 
tendent should  maintain  a  fine  balance  between  his  business 
and  social  pleasures  and  the  Sunday  school.  He  should  not 
allow  anything,  no  matter  how  good  within  itself,  to  claim  the 
time  he  should  devote  to  the  Sunday  school.  Legitimate  busi- 
ness and  family  duties  should  receive  his  attention,  to  be  sure, 
but  he  should  also  plan  definitely  to  give  the  best  that  is  in  him 
to  the  Sunday  school. 

(2)  His  time. 

This  is  the  rub — the  time  question.  And  let  it  be  said  here 
and  now,  no  man  with  one  talent,  five  talents,  or  even  ten,  will 
ever  make  a  success  of  a  Sunday  school  until  he  makes  up  his 
mind  that  he  is  going  to  devote  a  very  definite  and  liberal 
amount  of  his  time  to  the  Sunday  school.  It  takes  time  to 
direct  a  Sunday  school.  It  takes  much  time — time  for  prayer, 
time  for  study,  time  for  planning,  time  for  work,  time  during 
the  day,  time  at  night,  time  during  the  week,  time  on  Sunday, 
time  for  the  teachers'  meeting,  and  time  for  the  workers'  coun- 
cil. If  possible,  a  Sunday  school  superintendent  ought  to  study 
the  Sunday  school  some  every  day.  The  Sunday  school  ought 
to  be  such  a  part  of  him  and  have  such  a  large  place  in  his 
thinking  and  planning  that  it  will  be  easy  to  give  it  considera- 
tion at  odd  times  all  along  the  way  every  day.  He  will  find 
it  helpful  to  set  aside  a  brief  period  of  time  each  day  in  which 
to  give  consideration  to  the  Sunday  school.  Thirty  minutes 
at  night  just  before  retiring,  or  better,  thirty  minutes  or  an 
hour  early  in  the  morning  before  other  members  of  the  family 
are  up,  devoted  to  the  consideration  of  the  Sunday  school  will 
work  wonders  in  the  life  of  any  superintendent;  it  will  work 


wonders  in  any  Sunday  school,  and  blessings  untold  will  be  the 
lot  of  a  people  whose  Sunday  school  superintendent  will  do 
this.  The  fact  is,  a  few  hours  of  time  devoted  to  the  work  of 
the  Sunday  school  during  each  week  is  what  determines  the 
difference  between  success  and  failure  in  the  Sunday  school. 

(3)    His  money. 

Every  superintendent  should  be  a  liberal  man.  He  should 
be  a  large  giver  to  his  church.  That  is,  he  should  give  of  his 
means  to  the  support  of  his  church  as  God  prospers  him.  Any 
man  who  will  consecrate  himself  to  the  work  of  the  Sunday 
school  by  giving  his  talents,  his  time,  and  a  proper  proportion 
of  his  means  is  sure  to  make  a  success  of  the  Sunday  school. 
God  is  back  of  that  kind  of  a  man  and  will  not  allow  him 
to  fail.  It  takes  money  to  run  a  Sunday  school,  and  the  liberal 
superintendent  will  always  be  able  to  secure  the  necessary 
funds  for  this  purpose  no  matter  whether  the  amount  be  large 
or  small. 

2.   He  Should  Be  a  Man  of  Prayer. 

The  Sunday  school  superintendent,  like  Nehemiah,  should 
be  a  devout  man  of  prayer.     (Nehemiah,  Chapter  1.) 

( 1 )  He  needs  to  pray  for  his  officers  and  teachers. 

(2)  He  needs  to  pray  for  the  pupils  in  the  Sunday  school. 

(3)  He  needs  to  pray  for  himself. 

It  is  doubtful  if  there  is  a  man  anywhere,  not  even  the 
pastor,  who  needs  to  pray  more  than  the  superintendent.  His 
is  a  spiritual  task,  he  deals  with  organizations  and  methods  for 
the  purpose  of  having  God's  Word  taught  to  those  who  are 
lost  and  for  the  purpose  of  building  up  those  who  are  saved 
into  virile,  vigorous  Christian  manhood  and  womanhood.  The 
superintendent  deals  with  every  officer  in  the  Sunday  school 
hand  to  hand,  and  every  teacher  face  to  face,  and  if  he 
makes  a  success  of  his  work  he  should  know  every  pupil  in 
the  Sunday  school,  if  possible,  by  name,  no  matter  if  there  are 
two  thousand  of  them.  He  should  be  able  to  help  every  officer, 
teacher,  and  pupil  in  the  solution  of  his  particular  problems; 
in  order  to  do  this  he  will  need  the  wisdom  which  only  comes 
from  above. 


The  superintendent  needs  to  pray  for  all  his  officers  and 
teachers  daily.  He  also  needs  to  pray  with  his  teachers  for 
their  pupils.  He  should  be  an  example  to  all  in  his  prayer 
life.  Perhaps  his  greatest  need  will  be  to  pray  for  himself — 
he  needs  wisdom,  patience,  proper  discernment.  He  needs  to 
keep  himself  well  in  hand,  to  govern  his  temper,  to  control 
his  tongue.  He  needs  to  go  forward  in  the  face  of  opposi- 
tion, to  smile  when  his  heart  is  heavy,  to  maintain  his  optimism 
in  the  face  of  discouragements.  He  needs  more  faith.  He 
needs  to  pray.     The  superintendent  must  be  a  praying  man. 

3.  He  Should  Have  a  Compassion  for  the  Lost. 

To  fully  justify  its  existence,  every  Sunday  school  should 
meet  the  soul-winning  test.  That  is,  the  Sunday  school  should 
be  so  organized  and  conducted  that  the  soul-winning  spirit 
shall  dominate  the  life  of  the  school  so  thoroughly  that  the 
lost  people  in  the  Sunday  school  will  be  led  to  an  acceptance 
of  Christ  as  Saviour,  will  be  baptized,  and  will  unite  with  the 

The  soul-winning  spirit  and  work  in  the  Sunday  school  can- 
not be  maintained  unless  the  superintendent  has  a  deep  long- 
ing in  his  soul  for  lost  people.  He  should  have  the  burden  of 
the  lost  on  his  heart  constantly.  There  should  not  be  a  time 
when  he  does  not  know  how  many  lost  people  there  are  in 
each  department  and  class  in  the  Sunday  school  and  who  they 
are.  He  should  be  in  sympathetic  touch  with  the  teachers  of 
these  lost  pupils,  conferring  with  them,  praying  with  them  and 
encouraging  them  in  their  task  to  win  their  lost  pupils  to  Christ. 

With  this  kind  of  a  superintendent  the  pastor  will  find  it 
easy  to  have  a  definite  soul-winning  program  in  his  church 
and  will  be  enabled  to  take  advantage  of  and  utilize  the  won- 
derful soul-winning  opportunity  offered  in  the  Sunday  school. 

4.  He  Should  Have  Sympathy  for  the  Weak  and  Needy. 
The  superintendent  of  the  Sunday  school  will  have  all  kinds 

and  conditions  of  people  to  deal  with.  The  Sunday  school 
seeks  "everybody"  for  membership.  And  in  every  really 
worth-while,  God-pleasing  Sunday  school  "both  low  and  high 


and  rich  and  poor  meet  together."  (Psalm  49:  2.)  And 
since  God  is  the  Maker  of  them  all  (Prov.  22:  2),  the  super- 
intendent must  organize  and  conduct  the  Sunday  school  in  such 
manner  as  to  bless  all. 

The  need  of  the  people  should  constitute  their  greatest  appeal 
to  him.  He  should  look  low  enough  to  see  all  their  needs 
and  high  enough  to  overlook  all  their  faults.  The  weakest 
and  the  frailest  should  be  his  favorites.  He  should  not  ex- 
pect too  much  of  the  people,  and  when  they  fail  to  measure 
up  to  their  responsibilities  he  should  not  manifest  disappoint- 
ment and  discouragement.  On  the  other  hand,  his  faith  in 
them  should  be  boundless.  People  develop  slowly,  often  the 
outcome  seems  to  hang  in  the  balance;  patience  is  needed  to 
await  results.  But  the  outcome  is  certain  and  frequently  un- 
expected and  surprising;  sometimes  it  is  even  astounding. 

"If  we  knew  when  walking  thoughtless. 
Through    the    crowded,    dusty    way, 
That  a  pearl  of  wondrous  whiteness 
Close  beside  our  pathway  lay; 
We  would  pause  where  now  we  hasten. 
We  would  stop    and   look  around. 
Lest  our  careless   feet  should   trample 
Some  rare  jewel  in  the  ground." 

II.  Essential  elements  of  leadership 

The  foregoing  essential  spiritual  qualifications,  whether  nat- 
ural or  acquired,  may  be  cultivated  until  they  assume  large 
proportions  in  the  life  and  work  of  any  superintendent.  In 
addition  to  these,  there  are  certain  other  characteristics  or 
elements  of  leadership  which  must  belong  to  the  superintendent 
if  he  is  to  become  eminently  successful  in  leading  the  Sunday 
school  forces  of  his  church.  If  possessed  even  in  the  smallest 
degree,  these  characteristics  may  also  be  fostered  and  cultivated 
until  they  shall  stand  out  boldly  in  the  life  and  work  of  the 
superintendent.  Let  us  take  up  these  characteristics  one  by  one 
and  give  them  careful  consideration. 

1 .    The  Superintendent  Musi  Be  Progressive. 
This  characteristic  is  put  first  because  a  Sunday  school  is 
either  progressing — ^moving  forward — or  it  is  retrograding — 


moving  backward — and  such  action  is  always  determined  by 
the  attitude  of  the  superintendent  towards  progress. 

The  superintendent  is  a  leader,  not  a  follower;  he  must  not 
only  keep  up  with  but  also  ahead  of  the  entire  Sunday  school 
procession.  He  leads  from  the  front,  not  from  the  rear  like 
an  ear-to-the-ground  politician  who  saw  a  throng  of  people 
moving  up  the  street  and  said  to  a  friend  standing  by,  "I  see 
the  people  moving  up  the  street,  I  must  follow  along  and  see 
what  they  are  going  to  do,  you  know  I  am  their  leader."  The 
superintendent  must  not  be  a  "standpatter"  except  where  prin- 
ciples are  involved.  He  must  be  willing  and  ready  to  introduce 
new  methods  into  the  Sunday  school,  not  satisfied  with  past 
achievements,  and  not  willing  to  "let  well  enough  alone."  He 
must  have  perfection  as  his  goal  for  the  Sunday  school.  Every 
new  Monday  morning  should  find  him  determined  to  have  a 
better  Sunday  school  the  following  Sunday  than  ever  before. 
He  must  be  open-minded,  willing  to  receive  help  from  any 
and  all  sources.  He  must  also  be  open-eyed,  knowing  that 
vigilance  is  the  price  of  Sunday  school  progress  and  success. 

2.    The  Superintendent  Must  Be  Aggressive. 

The  superintendent  must  be  a  man  of  action.  He  should 
not  only  be  willing  to  try  new  methods,  but  he  must  actually  try 
them.  He  cannot  be  satisfied  with  past  successes,  but  must 
vigorously  undertake  new  and  greater  achievements.  The 
superintendent  must  be  a  doer.  There  is  no  place  where  a 
positive  personality  counts  for  more  than  as  superintendent  of 
the  Sunday  school.  Truly,  it  is  vigorous  deeds,  and  not  talk, 
that  build  and  maintain  great  Sunday  schools.  A  shifting, 
hesitating,  dilly-dallying  policy  is  always  fatal  to  Sunday 
school  success. 

Teachers  resign,  classes  are  merged,  pupils  drop  out 
and  are  lost  to  the  Sunday  school;  classes  are  allowed  to  get 
too  large  and  new  classes  need  to  be  formed;  the  officers  and 
teachers  need  training;  frequent  conferences  of  the  officers  and 
teachers  are  needed;  a  weekly  teachers*  meeting  for  study, 
prayer,  and  counsel  should  be  maintained;  equipment  is  needed 
by  the  different  departments  and  classes,  but  the  superintend- 


ent  halts,  hesitates,  and  defers  action  on  one  pretext  or 
another.  The  Sunday  school  is  allowed  to  drift  along  in  an 
aimless  fashion,  and  the  officers,  teachers,  and  pupils  become 
discouraged  because  there  is  wanting  an  aggressive,  vigorous 
policy  on  the  part  of  the  superintendent. 

The  superintendent's  watchword  should  be  "Do  it  now.  ' 
He  should  not  wait  to  see  what  is  going  to  "happen."  If 
anything  should  happen,  it  would  be  the  wrong  thing.  There 
is  not  a  doubt  that  aggressiveness  on  the  part  of  Sunday 
school  superintendent  is  one  of  the  greatest  needs  in  Sunday 
school  today. 

3.    The  Superintendent  Must  Be  Enthusiastic. 

Enthusiasm  is  the  greatest  business  asset  in  the  world,  and 
is  equally  valuable  as  a  Sunday  school  asset.  Enthusiasm  is 
contagious;  it  is  commanding;  it  has  an  indefinable  influence. 
Enthusiasm  is  faith  in  action;  it  is  a  combination  of  faith 
and  initiative,  and,  when  these  are  rightly  combined,  they  re- 
move mountainous  barriers  and  achieve  the  unheard-of  and 

An  enthusiastic  man  is  always  convincing  and  dominating, 
and  people  will  follow  him  gladly  and  without  questioning. 
Like  many  other  good  qualities,  enthusiasm  may  be  acquired; 
and,  with  the  proper  nurture  and  cultivation,  it  may  be  kept  at 
high  tide. 

Three  things  are  mentioned  here  as  necessary  in  arousing 
and  maintaining  enthusiasm:  First,  a  broad  vision;  second, 
adequate  information;  and  third,  skill,  or  the  ability  to  do  a 
thing  well. 

( 1  )    A  broad  vision. 

Achievement  is  always  in  proportion  to  vision.  A  superin- 
tendent with  a  small,  narrow  vision  will  have  a  small  Sunday 
school;  it  is  impossible  for  him  to  have  any  other  kind.  The 
Sunday  school  cannot  be  any  larger  or  better  than  he  sees  it. 
A  great  church  was  facing  the  question  of  electing  a  Sunday 
school  superintendent;  the  names  of  two  men  had  been  men- 
tioned as  eligibles.  Both  were  interviewed  by  the  pastor  as 
to  their  views  about  the  Sunday  school.     One  said  he  thought 


the  Sunday  school  should  have  as  many  as  300  in  its  member- 
ship; the  other  was  of  the  opinion  that  the  Sunday  school  could 
and  should  have  not  less  than  700  members.  The  church 
wisely  elected  the  man  with  the  larger  vision.  The  school  soon 
had  an  attendance  of  over  1 ,000,  In  the  meantime,  the  vision 
of  the  superintendent  had  been  greatly  enlarged  and  the  aim 
of  the  school  was  increased  to  2000  members.  Immediately 
the  entire  Sunday  school — ofhcers,  teachers,  and  pupils — re- 
sponded to  the  call  of  the  superintendent  and  with  great  en- 
thusiasm set  itself  to  the  task  of  reaching  the  goal. 

None  but  a  broad-visioned,  enthusiastic  superintendent  can 
successfully  lead  in  building  and  maintaining  a  great  out-reach- 
ing, Bible-teaching,  soul-saving,  blessing-bearing,  joy-bringing 
Sunday  school. 

(2)    Adequate  information. 

The  superintendent  must  be  a  well-infonned  man.  Next 
to  a  large  vision  there  is  nothing  that  will  arouse  enthusiasm 
like  knowledge.  It  is  both  unreasonable  and  absurd  to  expect 
one  to  be  enthusiastic  about  a  thing  of  v/hich  he  is  ignorant. 

If  the  superintendent  would  maintain  a  fine  state  of  en- 
thusiasm in  his  work  and  if  he  would  be  able  to  impart  this 
spirit  of  enthusiasm  to  the  Sunday  school,  he  must  study  his 
work  constantly.  He  must  know  the  work;  he  must  know 
how  to  do  the  work;  he  must  know  the  workers,  and  he  must 
know  how  to  get  them  to  do  their  work. 

Thousands  of  Sunday  schools  are  dragging  along  at  a  dying 
pace  because  superintendents  do  not  keep  informed.  They  do 
not  know  the  work;  they  do  not  study.  There  is  a  spirit  of 
discontent  in  the  Sunday  school;  the  people  are  unhappy  and 
there  is  no  joy  in  the  v/ork  anywhere.  This  sort  of  a  situation 
can  be  changed  almost  instantly  by  the  superintendent.  Let 
him  open  his  eyes  and  behold  the  wonderful  opportunities  for 
service  that  are  his.  Let  him  make  a  serious  study  of  his  work. 
Let  him  put  on  an  intelligent,  aggressive  program  for  a  larger 
and  better  Sunday  school,  and  he  will  be  surprised  at  the 
wonderful  transformation  which  will  take  place  immediately 
in  the  Sunday  school. 


A  full  discussion  dealing  with  what  the  superintendent  should 
study  will  be  taken  up  in  the  next  chapter,  *'The  Superinten- 
dent's Preparation." 

There  is  one  other  thing  that  aids  in  arousing  and  keeping 
alive  in  the  superintendent  a  fine  spirit  of  enthusiasm.  It  fol- 
lows or  grows  out  of  knowledge  and  is  always  preceded  by 
knowledge.  Let  us  see  what  it  is  and  how  it  helps  the  super- 
intendent in  maintaining  enthusiasm. 

(3)    Skill 

As  has  just  been  said,  skill  is  always  preceded  by  knowl- 
edge. Knowing  and  doing  is  the  logical  order.  Skill  has 
many  definitions  and  many  shades  of  meaning  according  to 
Webster.  Note  a  few  of  them:  "The  application  of  the  art 
or  science  to  practical  purposes ;  the  power  to  discern  and  exe- 
cute; the  ability  to  perceive  and  perform;  denoting  familiar 
knowledge  united  to  readiness  of  performance,  and  so  forth. 
Skill  is  interesting,  skill  is  electrifying,  skill  is  sensational,  skill 
is   attractive. 

A  skilful  person  is  always  an  enthusiast,  no  matter  what  his 
accomplishment  may  be.  Likewise,  a  skilful  person  is  always 
able  to  arouse  the  enthusiasm  of  other  people  in  the  thing  that 
he  is  doing.  On  the  other  hand,  a  bungler  is  rarely  ever  en- 
thusiastic about  the  thing  he  is  trying  to  do.  Certainly  his 
perfonnances  are  neither  interesting  nor  attractive,  and  they 
utterly  fail  to  arouse  enthusiasm  in  other  people. 

The  Sunday  school  superintendent  who  knows  his  work  and 
performs  his  tasks  with  ability  and  skill  is  not  only  enthusiastic 
himself,  but  such  a  superintendent  will  have  a  Sunday  school 
full  of  happy,  joyous,  enthusiastic  people. 

4.  The  Superintendent  Should  Be  Persistent. 

He  should  persevere  in  the  face  of  indifference  and  oppo- 
sition. He  must  have  staying  qualities.  He  must  not  think 
of  quitting  when  people  seem  not  to  appreciate  the  sacrificial 
service  he  is  trying  to  render,  or  resign  when  people  do  not 
agree  with  his  policies  or  fail  to  see  things  as  he  sees  them. 

He  should  not  be  easily  discouraged;  but  when  times  of 
discouragement  do  come,  he  should  not  allow  others  to  know  it. 


He  should  realize  that  every  exhibition  of  impatience  or  dis- 
couragement will  imperil  his  leadership  and  retard  the  progress 
of  the  Sunday  school. 

He  should  be  absolutely  impervious  to  criticism.  His  faith 
in  God,  his  love  for  people  and  his  faith  in  them,  and  an  abid- 
ing conviction  that  he  is  doing  the  will  of  God  should  keep 
him  strong-hearted  and  resolute  at  all  times. 

"Therefore,  my  beloved  brethren,  be  ye  stedfast,  unmov- 
able,  always  abounding  in  the  work  of  the  Lord,  forasmuch  as 
ye  know  that  your  labour  is  not  in  vain  in  the  Lord."  (2  Cor. 



I.  The  importance  of  preparation 

Consecration  to  the  task,  willingness  to  do  the  work  and 
a  certain  amount  of  natural  ability  on  the  part  of  the  superin- 
tendent are  essential  in  building  and  maintaining  a  great  Sun- 
day school;  however,  these  fine  essentials  will  count  for  little 
unless  the  superintendent  prepares  himself  in  a  very  thorough 
and  definite  manner  to  do  his  work.  Consecration,  willingness 
and  natural  ability  are  necessary  and  count  for  much,  but 
they  do  not  in  any  way  take  the  place  of  study  and  prepara- 

A  man  must  study  if  he  would  succeed  anywhere  at  any- 
thing. This  is  true  no  matter  what  ability  a  man  may  possess, 
or  what  his  business  or  profession  may  be.  A  man  cannot 
naturally  direct  a  Sunday  school  any  more  than  he  can  nat- 
urally run  a  bank,  a  railroad,  a  college,  a  farm  or  an  airplane. 
All  these  require  careful  and  painstaking  study.  The  same 
applies  to  the  Sunday  school. 

Another  word  is  necessary  in  this  connection.  Simply  be- 
cause a  man  has  made  a  marked  success  of  his  chosen  profes- 
sion or  business  is  not  of  itself  a  guarantee  that  he  will  make 
a  success  of  the  Sunday  school.  He  may  be  a  successful 
banker  and  utterly  fail  as  a  Sunday  school  superintendent,  or 
he  may  be  a  successful  school  teacher  and  at  the  same  time 
a  dismal  failure  and  disappointment  as  a  Sunday  school  super- 
intendent. The  same  is  true  concerning  every  other  business 
and  profession.  On  the  other  hand,  men  from  all  the  ranks 
of  business,  trades,  and  professions  have  made  marked  successes 



as  Sunday  school  superintendents,  but  without  exception  they 
have  been  men  who  have  definitely  and  thoroughly  prepared 
themselves  for  the  Sunday  school  work. 

Let  us  consider  some  of  the  things  a  superintendent  should 
study  in  preparing  himself  for  this  work. 

II.  What  the  superintendent  should  study 

Sunday  school  superintendents  are  universally  busy  men. 
They  are  either  engaged  in  business  for  themselves  or  for 
others.  In  either  event  their  business  makes  a  severe  draft 
upon  their  time  and  energies.  Therefore,  the  time  at  their 
disposal  which  may  be  devoted  to  the  Sunday  school  is  neces- 
sarily limited,  and  should  be  wisely  conserved  and  judiciously 
utilized.  To  this  end  the  superintendent  should  set  apart  a 
definite  portion  of  time  each  day  for  the  purpose  of  studying 
the  Sunday  school  and  Sunday  school  work. 

In  view  of  the  fact  that  the  superintendent  has  a  limited  time 
to  devote  to  the  Sunday  school,  it  follows  essentially  that  he 
should  be  a  man  of  few  books  and  subjects,  but  these  should  be 
thoroughly  mastered.  He  will  find  this  to  be  far  more  effective 
than  to  have  a  superficial  knowledge  of  a  large  number  of 
books  and  subjects. 

The  natural  question,  the  question  of  paramount  importance, 
arises.  What  should  the  superintendent  study  in  order  to  make 
his  time  and  talents  count  for  most  in  building  and  maintaining 
the  very  best  Sunday  school  possible? 

1 .    The  Superintendent  Should  Study  the  Bible. 

The  Bible  naturally  should  find  the  first  place  in  the  superin- 
tendent's preparation.  This  is  necessary  for  two  reasons :  first, 
his  personal  spiritual  needs  require  that  he  should  be  a  constant 
student  of  the  Bible;  second,  as  the  textbook  of  the  Sunday 
school  the  Bible  should  find  first  place  in  the  study  of  the 

( 1 )    For  his  personal  needs. 

Every  child  of  God  needs  to  study  the  Bible.  What  a 
commonplace  statement  I     Yet  how  fraught  with  deepest  signifi- 


cancel  At  this  point  the  great  majority  of  God's  children 
fail.  Their  lives  are  powerless,  pointless  and  joyless  for  lack 
of  the  food  for  the  soul,  God's  Word.  The  personal  need  of 
the  superintendent  for  contact  with  the  Father  through  his 
Word  must  be  met,  if  he  would  live  above  the  world,  enjoy 
new  experiences  of  grace  day  by  day,  and  lead  the  Sunday 
school  forces  to  victory. 

The  superintendent  must  be  a  constant  student  of  the  Bible, 
not  a  Bible  scholar  maybe — there  is  a  vast  difference  between 
the  two — but  he  must  spend  much  time  with  the  Bible  because 
he  believes  it,  loves  it,  and  desires  that  his  life  shall  be  richer, 
deeper,  and  fashioned  according  to  the  pattern  God  gives  in 
his  Holy  Word  for  each  one  of  his  children.  Another  thing, 
as  the  superintendent  realizes  the  effect  of  the  Bible  upon  his 
own  life  and  discovers  its  value  to  him  personally,  he  will  be 
led  to  a  proper  appreciation  of  the  value  of  Bible  study  to  the 
lives  of  other  people. 

(2)    As  the  textbook  of  the  Sunday  school. 

It  would  seem  that  no  conscientious  superintendent  would 
be  willing  to  be  ignorant  of  the  textbook  of  the  school  over 
which  he  presides.  He  should  be  familiar  with  Bible  geogra- 
phy, Bible  history,  Bible  facts,  Bible  doctrines  and  be  able 
to  readily  discern  spiritual  truths.  This  knowledge  is  essen- 
tial in  his  preparation. 

The  superintendent  should  have  an  appreciation  of  what 
good  Bible  teaching  is.  Although  he  may  not  be  an  expert 
teacher  himself,  he  should  be  a  good  judge  of  teaching  and  be 
able  to  get  the  best  teaching  possible  from  his  teachers.  Super- 
intendents can  learn  enough  of  what  they  need  to  know  of 
the  Bible  and  about  the  Bible  to  prepare  them  for  their  posi- 

There  is  just  one  reason  why  people  do  not  know  more 
about  the  Bible;  they  do  not  study  it;  they  do  not  take  ad- 
vantage of  the  many  simple,  practical  plans  afforded  for  study- 
ing it.  The  plans  for  Bible  study  offered  the  superintendent 
in  connection  with  the  Sunday  school  are  ample,  and  if  he 
would  avail  himself  of  what  is  here  offered,  he  would  soon  de- 
velop  into   a   remarkably   intelligent   and   wonderfully   useful 


man.      Let   us   note   some  of   the   opportunities   afforded   the 
superintendent  for  Bible  study  in  the  Sunday  school. 

(a.)    The  Uniform  Sunday  School  Lessons. 

Tliis  plan  contemplates  going  through  the  Bible  in  a  thorough 
and  comprehensive  way  every  five  to  eight  years.  It  presents  a 
fine  plan  of  Bible  study  for  busy  superintendents  and  will  great- 
ly enrich  the  life  of  any  superintendent  who  will  make  a  careful 
study  of  these  lessons. 

(b.)    The  Graded  Lessons. 

The  Graded  Lesson  Course  covers  a  period  of  fourteen 
years  in  the  pupil's  life,  furnishing  a  definite  set  of  lessons  for 
each  year.  These  lessons  are  taught  in  the  Sunday  school  and 
the  superintendent  should  thoroughly  acquaint  himself  with 
them  as  well  as  with  every  other  provision  made  for  Bible 
study  in  the  Sunday  school. 

(c.)   The  Training  Course. 

The  following  books  in  the  Training  Course  for  Sunday 
school  workers  deal  with  the  Bible  and  are  indispensable  in  the 
preparation  of  the  superintendent: 

Group  L  The  Bible 

1 .  Introductory. 

Outlines  of  Bible  History,  by  P.  E.   Burroughs 
The  Book  We  Teach,  by  J.  B.  Weatherspoon 

2.  Historical. 

Old  Testament  Studies,  by  P.  E.  Burroughs 
New   Testament  Studies,  by  W.  E.  Denham 

3.  Biographical. 

From  Adam  to  Moses,  by  H.  W.  Tribble 
From  Joshua  to  David,  by  John  L.  Hill 
From  Solomon  to  Malachi,  by  Kyle  M.  Yates 
From  Bethlehem  to  Olivet,  by  Hight  C  Moore 
From  Pentecost  to  Patmos,  by  Hight  C  Moore 

4.  Expository. 

Studies  in  Romans,  by  B.  H.  Carroll 
Studies  in  Ephesians,  by  E.  Y.  Mullins 
Studies  in  Colossians,  by  E.  Y.  Mullins 

Any  superintendent  who  will  avail  himself  of  the  above 
opportunities   offered  in  the  Sunday  school   for  Bible  study 


will  be  well  equipped  in  Bible  knowledge  and  able  to  lead 
the  Sunday  school  in  teaching  the  Bible,  winning  the  lost  to 
Christ,  and  developing  those  who  have  been  saved. 

2.    The  Superiniendent  Should  Study  Methods. 

As  the  administrative  officer  of  the  Sunday  school,  the 
superintendent  will  need  to  know  every  phase  of  Sunday  school 
administration  if  he  is  to  be  able  to  exercise  intelligent  leader- 
ship of  the  Sunday  school  forces.  He  should  be  a  constant 
student  of  all  kinds  of  Sunday  school  methods:  methods  of 
organization,  methods  of  building  the  Sunday  school,  methods 
of  teaching,  methods  of  training  the  workers,  methods  of  con- 
ducting the  teachers'  meeting  and  workers'  conference,  methods 
of  Sunday  school  evangelism,  and  methods  of  conducting  the 
sessions  of  the  school. 

Likewise,  he  should  be  familiar  with  the  duties  of  all  the 
officers  and  teachers  if  he  would  be  able  intelligently  to  lead 
them  and  inspire  them  to  do  their  best  work. 

( 1 )    He  should  know  the  duties  of  the  general  officers. 

He  should  know  the  duties  of  the  associate  superintendents, 
he  should  be  familiar  with  the  record  system  of  the  school, 
he  should  know  if  the  records  are  correctly  kept,  and  be  able 
to  render  valuable  assistance  to  the  secretaries  when  needed. 
He  should  know  the  work  of  the  treasurer,  and  leaders  of 
music,  and  be  able  to  make  suggestions  and  co-operate  with 
thern  in  securing  desired  results.  He  should,  therefore,  make 
a  thorough  study  of  the  work  of  each  one  of  these  officers  and 
prepare  himself  to  render  intelligent  assistance  when  needed. 

The  following  books  and  periodicals  are  recommended,  in 
addition  to  this  text,  for  his  use  in  this  connection: 

Building  a  Standard  Sunday  School 

The  Sunday  School  Builder 

The  Sunday  School  Secretary  and  the  Six  Point  Record 

The  Church  Library 


(2)  He  should  I^now  the  duties  of  the  department  officers. 

The  superintendent  should  ever  bear  in  mind  that  he  is 
superintendent  of  the  entire  Sunday  school  and  that  all  the 
departments  have  equal  claims  upon  him.  He  should,  therefore, 
be  perfectly  familiar  with  the  work  of  each  department  from  the 
Cradle  Roll  to  the  Extension  department  in  order  to  be  able  to 
advise,  encourage,  and  co-operate  with  the  department  officers. 
To  be  able  to  do  this  the  superintendent  should  keep  in  close 
touch  at  all  times  with  everything  worth  while  that  is  going  on 
in  the  Sunday  school  world  that  will  affect  any  department 
of  the  Sunday  school.  He  should  be  a  constant  student  of 
Sunday  school  methods  touching  every  department  and  phase 
of  the  modern  department  Sunday  school.  He  will  find  the 
department  textbooks  in  the  Training  Course  for  Sunday 
School  Workers  of  inestimable  value  in  this  field;  also,  the 
periodicals  published  by  the  Board  covering  these  fields,  name- 
ly: The  Sunday  School  Young  People's  and  Adult  magazine. 
The  Intermediate  Counsellor,  and  the  Elementary  Messenger. 

(3)  He  should  know  the  duties  of  Bible  class  officers. 

The  Bible  Class  has  come  to  occupy  a  large  place  in  the 
modern  Sunday  school.  In  his  preparation  the  superintendent 
should  make  a  constant  study  of  the  duties  of  the  class  officers 
and  the  best  methods  of  class  building.  This  is  essential  if  his 
advice  is  to  be  of  value  to  the  officers  in  their  plans  for  the 

(4)  He  should  know  the  duties  of  the  teachers. 

As  has  been  previously  suggested,  the  superintendent  should 
know  what  good  teaching  is  and  how  to  secure  it.  He  should 
also  know  the  duties  of  the  teachers  in  addition  to  their  teach- 
ing work;  their  place  and  work  in  class  building,  soul-winning, 
and  the  like.  He  should  be  able  to  put  himself  in  the  place 
of  the  teachers  if  he  would  be  able  to  render  intelligent  and 
sympathetic  help  when  they  most  need  it.  In  addition  to  those 
already  mentioned,  the  following  books  will  prove  valuable  to 
him  in  preparing  himself  in  this  connection : 


The  School  in  Which  We  Teach,  by  G.  S.  Dobbins 
Looking  at  Learning,  by  J.  L.  Corzine 
5o777e  Learning  Processes,  by  Leavell  and  Hill 
When  Do  Teachers  Teach,  by  Doak  S.  Campbell 
Personal  Factors  in  Character  Building,  by  J.  M.  Price 

(5)  He  should  know  the  plans  and  methods  of  the  Vacation 
Bible  School. 

Certainly  there  is  no  space  here  to  discuss  this  vastly  im- 
portant field  of  Bible  instruction.  Suffice  it  to  say  that  as  a 
Bible  teaching  opportunity,  the  Vacation  Bible  School  bears  a 
distinct  and  definite  relationship  to  the  Sunday  school.  The 
superintendent,  therefore,  would  find  it  necessary  in  his  prepara- 
tion, to  pay  particular  attention  to  this  phase  of  the  work.  Reg- 
ularly in  the  Sunday  School  Builder  will  he  find  presentations 
of  this  work,  but  fundamentally  he  should  study  The  Vacation 
Bible  School  Guide  which  text  is  a  part  of  the  Training  Course 
for  Sunday  School  Workers. 

3.  The  Superintendent  Should  Study  Sunday  School 

First-class  equipment  is  an  absolute  necessity  if  first-class 
work  is  to  be  done  in  the  Sunday  school.  In  the  last  analysis 
the  type  of  the  Sunday  school,  both  as  to  organization  and 
quality  of  work  done  by  officers  and  teachers,  will  be  largely 
governed  by  the  kind  of  building  in  which  the  school  meets. 

Poorly  adapted  buildings,  poor  heating,  poor  lighting,  un- 
comfortable seats,  broken-down  blackboards,  dog-eared  song 
books,  and  other  hindrances  too  numerous  to  mention  are  re- 
tarding the  progress  of  thousands  of  Sunday  schools.  These 
all  would  speedily  give  place  to  modem,  up-to-date  equipment 
if  superintendents  would,  as  they  should,  make  a  close  study 
of  the  subject  and  insist  on  the  churches'  furnishing  the  best 
of  everything  that  the  needs  of  the  Sunday  schools  demand. 

(  1  )    The  building. 

The  superintendent  should  have  a  general  knowledge  of 
church  architecture.  He  should  be  familiar  with  plans  for 
buildings  adapted  to  Sunday  school  work  generally,  the  kind 


of  buildings  suited  to  the  different  types  of  Sunday  schools, 
and,  by  all  means,  he  should  know  the  kind  of  building  neces- 
sary to  meet  the  needs  of  the  school  of  which  he  is  superin- 

He  should,  therefore,  make  careful  study  of  books  and  other 
literature  dealing  with  modern  church  architecture,  and  he 
should  at  times  visit  other  Sunday  schools  which  have  suitable 
buildings  in  which  to  do  their  work. 

Suitable  books  and  free  literature  in  this  field  are  available 
upon  request  to  the  Architectural  Department,  Baptist  Sunday 
School  Board,  Nashville,  Tennessee. 

(2)    Working  equipment. 

In  preparing  himself  to  conduct  the  affairs  of  the  Sunday 
school  as  he  should,  it  will  be  necessary  for  the  superintendent 
to  know  every  item  of  material  needed  and  every  tool  to  be 
used  by  every  department  and  class  in  the  Sunday  school. 

His  influence  and  leadership  at  this  point  will  be  of  the 
greatest  value,  and  the  matter  of  first-class  equipment  in  every 
department  of  the  Sunday  school  will  largely  depend  upon  his 
knowledge  of  the  kind  of  equipment  needed.  The  books  on 
methods  in  the  Training  Course  for  Sunday  School  Workers, 
especially  the  department  books,  the  Advanced  Standard  of 
Excellence,  and  the  Department  and  Class  Standards,  contain 
complete  suggestions  as  to  the  necessary  equipment  for  use  of 
the  general  officers,  class  officers,  and  teachers.  Every  Sunday 
school  superintendent  should  have  constantly  at  hand  one  or 
more  catalogs  of  Sunday  school  supplies. 

4.    The  Superintendent  Should  Study  Human  Nature. 

The  question  of  human  adjustment  is  perhaps  the  most  im- 
portant question  confronting  the  business  world  today.  The 
most  successful  business  man  is  the  one  who  knows  people  best 
and  how  to  adjust  them  in  such  a  way  as  to  realize  the  most 
from  their  services. 

A  correct  principle  underlying  real  education  is  that  of  pre- 
paring one  for  a  specific  work  and  at  the  same  time  training 
him  in  the  doing  of  that  work.  In  order  to  do  this,  the  educator 
must  possess  an  accurate  knowledge  of  his  pupil  and,  with  this 


in  mind,  make  a  careful  study  of  him  in  order  that  he  may 
not  make  any  mistakes  in  adjusting  him  to  his  hfe's  work.  Like- 
wise, Sunday  school  superintendents  must  know  the  people 
whom  they  are  expected  to  lead  in  the  Sunday  school  if  they 
would  be  successful  in  enlisting  them  for  service,  training 
them  in  service,  and  adjusting  them  to  tasks  commensurate  with 
their  tastes,  talents,  time,  and  skill.  All  other  things  being 
equal,  the  superintendent  who  knows  most  about  human  nature 
will  make  the  greatest  success  of  his  work. 

There  are  two  sources  from  which  the  superintendent  will 
be  able  to  learn  much  about  people,  and  he  must  assiduously 
apply  himself  to  the  task  of  acquiring  knowledge  from  both 
of  these  sources  if  he  would  be  fitted  in  the  highest  degree  for 
his  work. 

(1)    People. 

The  most  fruitful  source  for  gaining  knowledge  of  people  is 
through  personal  study  of  people  themselves.  This  is  first- 
hand information  and  the  most  desirable  and  reliable. 

Jesus  knew  people.  The  Scriptures  say  that  he  "knew  what 
was  in  man";  therefore,  he  knew  how  to  deal  with  people. 
He  was  unerring  in  his  judgment  of  them.  He  knew  their 
difficulties,  their  trials,  and  their  frailties.  He  also  knew  their 
worth  and  their  possibilities  for  good.  He  associated  with  them, 
he  touched  elbows  with  them  on  the  busy  streets  during  the 
hours  of  business  as  well  as  in  the  synagogue  on  the  sabbath 
day.      He  studied  people  and  knew  them. 

Likewise,  the  superintendent  should  plan  to  devote  as  much 
of  his  time  as  possible  to  a  study  of  the  people  with  whom  he 
labors.  He  should  be  quick  to  discern  motives  and  able  cor- 
rectly to  estimate  true  worth  wherever  found.  Such  knowledge 
v/ill  form  essentially  a  true  basis  upon  which  he  will  be  able 
to  enlist  them  in  semce,  and  adjust  each  one  to  a  suitable  task 
in  the  Sunday  school.  Any  man  who  sincerely  loves  people 
and  studies  them,  being  actuated  by  a  desire  to  render  them 
service,  will  easily  find  more  good  than  bad  in  them.  He  will 
also  find  much  in  them  to  inspire  and  encourage  him  in  his 
work  in  their  behalf.    The  question  naturally  arises.  Where  and 


when  may  a  busy  superintendent  find  opportunity  for  doing 
this?  The  answer  is.  Every  time  and  place  he  comes  in  con- 
tact with  people:  on  the  streets,  in  places  of  business,  in  the 
homes,  at  the  Sunday  school,  the  preaching  service,  the  prayer 
meeting,  the  Training  Union,  the  teachers'  meeting,  and  at 
social  gatherings.  With  a  little  practice  it  will  soon  become 
"second  nature"  with  him  and  he  will  find  himself  inad- 
vertently studying  people  with  reference  to  fitting  them  into 
places  in  the  Sunday  school. 

(2)    Books. 

Perhaps  one  of  the  greatest  aids  to  the  superintendent  m 
his  preparation  will  be  a  careful  study  of  a  few  books  on  psy- 
chology. This  general  preparation  will  greatly  aid  him  in 
dealing  with  people  and  furnish  him  a  good  foundation  upon 
which  to  base  his  study  of  their  individual  needs.  The  follow- 
ing books  are  recommended: 

Some  Learning  Processes,  by  Leavell  and  Hill 
Personal  Factors  in  Character  Building,  by  Price 

5.  The  Superintendent  Should  he  Familiar  with  the  De- 
nominational Program. 

The  Sunday  school  superintendent  is  really  a  church  officer 
and,  as  such,  he  has  charge  of  the  church's  educational  pro- 
gram and  will  necessarily  have  to  study  to  keep  abreast  of 
things  that  are  going  on  in  the  denomination.  This  is  an 
important  part  of  his  preparation. 

He  should  study  his  own  denominational  state  paper,  the 
annual  "Southern  Baptist  Handbook,"  the  "Southern  Baptist 
Convention  Annual,"  Home  and  Foreign  Fields,  and  the  lit- 
erature as  it  comes  from  the  press  on  the  Training  Union,  the 
W.M.U.,  and  the  Layman's  Missionary  Movement.  He 
should  keep  informed  concerning  the  organization  and  entire 
operation  of  each  one  of  the  general  Boards  of  the  denomina- 
tion, and  his  own  State  Mission  Board.  Certainly,  he  should 
secure  the  free  literature  from  the  Sunday  School  Board  on  the 
Calendar  of  Denominational  Activities  and  thoroughly  master 
the  idea  set  forth  in  this  plan  for  presenting  missionary  instruc- 
tion through  the  Sunday  school. 




The  Sunday  school  gets  its  name  from  the  day  on  which  it 
meets,  and  for  this  reason  it  is  called  Sunday  school.  However, 
the  Sunday  school  is  not  operated  on  Sunday  alone,  it  re- 
quires seven  days  in  which  to  build  and  maintain  a  Sunday 
school.  In  order  to  have  a  satisfactory  Sunday  school,  all  the 
planning  and  preparation  must  be  done  during  the  six  days  in 
the  week  preceding  Sunday.  At  this  point  many  superintend- 
ents fall  short.  They  seem  to  think  that  somehow  they  can 
have  attractive,  effective,  growing  Sunday  schools  without  put- 
ting any  time  or  work  on  them  except  on  Sunday  morning  while 
the  school  is  in  session.  Not  so.  It  requires  seven  days  in 
which  to  conduct  a  Sunday  school,  and  the  amount  of  time  and 
work  put  on  the  Sunday  school  during  the  week  will  determine 
the  kind  of  session  the  school  will  have  on  Sunday  morning. 

This  holds  good  with  reference  to  the  attendance,  the  spirit- 
ual atmosphere,  the  quality  of  teaching,  and  even  the  order  in 
the  school.  All  of  these  are  the  results  of  preparation  that  has 
been  made  before  Sunday  morning.  The  session  of  the  school 
Sunday  morning  is  the  time  for  gathering  the  fruits  of  the 
labors  expended  by  the  officers  and  teachers  during  the  pre- 
ceding six  days.  This  discussion  will  deal  with  the  work  of 
the  superintendent  during  these  six  days. 

I.  The  superintendent  should  keep  the  school 


In  order  to  do  this  the  existing  organization  should  be  kept 
intact  and  it  should  also  be  enlarged  from  time  to  time  as  the 
need  arises. 



1.  The  Organization  Should  Be  Kept  Intact. 

The  superintendent  should  keep  in  closest  touch  with  the 
entire  organization  at  all  times.  He  will  be  able  to  do  this 
through  the  records  if  they  are  well  kept  and  also  by  having 
a  few  minutes  conference  with  all  the  department  superintend- 
ents or  the  teachers  each  week. 

If,  for  any  reason  whatever,  an  officer  or  teacher  in  any 
department  should  resign,  the  superintendent  should  know  it 
at  once  and  see  to  it  that  the  vacancy  is  filled  immediately.  He 
should  look  ahead  and  plan  for  emergencies  of  this  kind.  Often 
a  teacher  resigns  and  the  superintendent  will  allow  the  class  to 
drift  along  for  weeks  without  a  regular  teacher.  The  pupils 
lose  interest  and  one  by  one  they  drop  out  and,  as  a  result, 
many  of  them  are  lost  to  the  Sunday  school,  while  the  few  re- 
maining ones  are  merged  with  another  class.  The  trouble  was 
that  the  superintendent  was  asleep  at  his  post.  He  did  not,  like 
a  wise  general,  have  a  reserve  list  of  teachers  to  fill  up  the 

Certainly  there  should  be  a  heavy  penalty  attached  for  such 
gross  neglect  of  duty.  Really  such  an  offense  is  severe  enough 
to  call  for  the  superintendent  to  be  court-martialed,  backed  up 
against  a  wall,  and  shot  at  sunrise.  However,  this  cannot  be 
done,  but  there  is  a  feeling  that  somehow  out  yonder  in  the 
future  the  superintendent  will  have  to  answer  for  such  unfaith- 
fulness to  duty. 

The  superintendent  should  be  on  the  alert,  and  if  at  any 
time  there  should  be  dissatisfaction,  real  or  imaginary,  on  the 
part  of  an  officer,  teacher,  or  pupil,  he  should  be  quick  to  take 
note  of  it  and  ready  to  provide  a  remedy,  no  matter  what  the 
trouble  may  be. 

2.  The  Organization  Should  Be  Enlarged. 

The  organization  should  be  enlarged  if  the  Sunday  school 
is  to  make  progress.  The  superintendent  should  watch 
the  classes  and  not  allow  them  to  become  too  large.  This 
refers  to  every  department  and  every  class  in  the  Sunday  school. 
Again,  well-kept  records  will  disclose  to  him  the  growth  and 
size  of  each  class  each  week.  To  be  sure,  the  superintendent 
will  work  through  the  department  superintendents  in  large  <!»• 


partmentized  schools,  but  in  the  event  that  they  are  slow  in  in- 
augurating new  classes  the  superintendent  should  call  attention 
to  the  need  and  with  the  department  superintendents  have  a 
supply  of  trained  teachers  ready  and  waiting  to  start  new 
classes  whenever  and  wherever  needed. 

Perhaps  a  new  class  for  adult  men  should  be  organized, 
a  mothers'  class  or  a  young  married  women's  class,  or  a 
young  business  women's  class,  or  another  class  of  young  men. 
The  superintendent  should  at  all  times  keep  a  sharp  look- 
out for  new  teachers  for  all  such  classes.  He  should 
recognize  the  need  for  the  class,  he  should  provide  a  teacher 
and  assist  the  teacher  in  securing  a  few  pupils  who  would 
serve  as  a  nucleus  around  which  to  build  the  class,  and  he 
should  keep  in  sympathetic  touch  with  the  new  class  until  it  is 
well  on  the  way  to  success.  Just  here  is  the  real  secret  of  the 
science  of  Sunday  school  building.  All  this  will  have  to  be 
planned  for  and  done  during  the  week.  It  cannot  be  done 
on  Sunday  during  the  session  of  the  school. 

II.  The  superintendent  should  build  the  Sunday 


The  superintendent  is  responsible  for  the  growth  and  size 
of  the  Sunday  school.  This  matter  of  Sunday  school  building 
is  a  week-day  work.  One  of  the  duties  of  the  superintendent 
is  to  keep  the  Sunday  school  organization  at  work  during  the 
week,  going  after  new  pupils  and  visiting  absentees  with  a  view 
of  getting  them  to  return  to  the  Sunday  school. 

1 .  New  Pupils  Must  Be  Reached. 

Interesting  programs,  good  teaching,  inspiring  music,  fine 
fellowship  and  an  atmosphere  of  worship  will  draw  and  hold 
people  in  the  Sunday  school;  but  if  people  are  ever  reached  in 
large  numbers,  these  worth-while  things  must  be  re-enforced  by 
the  officers  and  teachers  going  frequently  after  people  in  their 
homes  and  places  of  business. 

TTie  superintendent  should  lead  the  entire  Sunday  school  in 
taking  a  religious  census  at  least  once  a  year,  and  more  fre- 
quently if  necessary.  This  census  should  be  taken  by  the 
entire  school  and  not  by  one  or  two  classes.  The  superintendent 


should  see  that  the  names  of  prospective  pupils,  secured  in  the 
census,  are  properly  graded,  tabulated,  and  put  into  the  hands 
of  the  officers  and  teachers.  He  should  further  see  that  a 
vigorous  visitation  campaign  is  carried  on  continually  in  the 
interest  of  all  the  prospective  pupils  secured  in  the  census. 

2.   Absentees  Must  Be  Visited. 

The  superintendent  should  not  allov;^  the  names  of  the  pupils 
to  be  erased  from  the  roll  simply  because  they  are  irregular  in 
their  attendance.  Dropping  the  names  of  absentees  is  not  the 
way  to  build  up  a  Sunday  school,  but  a  most  effective  w^ay  of 
retarding  the  growth  of  the  school.  Another  thing,  dropping 
the  names  of  absent  pupils  does  not  help  them;  on  the  con- 
trary it  cuts  the  last  link  that  binds  them  to  the  Sunday  school, 
and  forever  puts  them  beyond  its  reach.  It  is  both  reprehensible 
and  shameful  for  teachers  to  drop  from  the  roll  the  names  of 
pupils  who  reside  in  the  community. 

The  Sunday  school  roll  should  be  kept  alive,  and  great  dili- 
gence should  be  observed  at  all  times  to  do  this,  but  erasing 
the  names  of  pupils  from  the  roll  simply  because  they  do  not 
attend  Sunday  school  regularly  is  not  the  correct  way  to  do  it. 
In  fact,  it  is  the  poorest  way  and,  as  has  already  been  stated, 
it  discredits  the  Sunday  school  and  in  no  way  can  it  possibly 
benefit  the  irregular  members.  But  says  some  one.  Should 
th  names  of  irregular  pupils  never  be  dropped  from  the  roll? 
The  answer  is,  Yes,  for  certain  causes  pupils'  names  should  be 
erased  from  the  roll.  Either  one  of  the  following  four  causes 
would  justify  such  action: 

Death;  removal  from  the  community;  joining  another  Sun- 
day school;  at  the  pupil's  request  after  every  available  means 
has  been  exerted  to  get  him  to  return. 

However,  evidence  in  each  case  should  be  unmistakable  and 
no  name  should  be  dropped  except  with  the  consent  of  the 
department  superintendent,  or  the  general  superintendent  if  the 
school  has  no  department  superintendent,  and  even  then  the 
general  superintendent  should  know  about  each  case  and  the 
cause  for  dropping  the  name.  It  is  too  serious  a  business — this 
winning  people  into  the  Sunday  school  to  teach  them  God's 
Word  and  win  them  to  Christ — to  allow  their  names  to  be 


dropped  at  the  whim  of  some  class  or  because  of  the  laziness 
of  some  teacher. 

Let  the  teachers  make  this  question  a  matter  of  conscience 
and  lead  their  pupils  to  esteem  every  opportunity  to  help  the 
irregular  members  of  the  class.  Let  them  be  visited  repeatedly 
and  lovingly  urged  to  return  to  the  Sunday  school.  Let  no 
pupil's  name  be  erased  from  the  roll  so  long  as  there  is  the 
slightest  chance  to  get  him  to  return. 

The  superintendent  should  see  that  the  names  of  absent 
pupils  are  not  cut  off  the  roll,  but  that  they  are  visited  regularly 
each  week,  and  earnestly,  lovingly,  and  persistently  urged  to 
return  to  the  Sunday  school.  Unless  he  does  this,  the  size  of  the 
absentee  list  will  continually  increase,  and,  in  the  same  propor- 
tion, the  size  of  the  Sunday  school  will  decrease. 

3.  Monthly  Visitation  Da^  Should  Be  Observed. 

The  superintendent  should  inaugurate  a  monthly  visitation 
day  in  the  Sunday  school  and  see  that  it  is  regularly  observed, 
and  under  no  reasonable  circumstances  should  he  allow  the 
day  to  go  by  default.  Monthly  Visitation  Day  provides  a 
simple,  definite  plan  of  Sunday  school  visiting.  It  is  not  in- 
tended to  take  the  place  of  the  regular  visiting  which  teachers 
and  organized  classes  should  observe  each  week.  It  does  not 
interfere  with  it;  on  the  contrary  it  has  been  proved  that  a 
Monthly  Visitation  Day,  regularly  observed,  increases  the  regu- 
lar weekly  visiting  and  helps  in  making  it  effective.  Let  us 
see  what  the  Monthly  Visitation  Day  really  is  and  what  it  will 
do.     It  is  an  unfailing  method  of  building  the  Sunday  school. 

( 1 )  Purpose. 

The  purpose  of  this  visitation  is  to  build  up  the  Sunday 
school  by  going  after  new  pupils  and  absentees. 

(2)  Plan. 

Once  every  month  on  a  specified  day  and  hour  the  officers 
and  teachers  should  give  at  least  one  hour  to  Sunday  school 
visiting.  Each  officer  and  teacher  should  visit  pupils  in  his 
particular  department  and  class. 


(3)  Time. 

Three  o'clock  Saturday  afternoon  following  the  last  Sunday 
in  the  preceding  month  has  been  found  to  be  the  best  time  in 
most  city  Sunday  schools.  In  country  communities,  the  last 
Sunday  afternoon  in  each  month  is  perhaps  the  best  time. 

(4)  Who  should  visit. 

The  general  officers,  the  department  officers,  the  teachers, 
and  the  pupils  above  the  Primary  department  should  visit. 

(5)  Who  should  he  visited. 

Every  pupil  who  was  absent  the  previous  Sunday,  all  the 
people  in  the  community  who  should  belong  to  the  Sunday 
school,  and  all  the  sick  and  needy  members  of  the  school  and 
congregation  should  be  visited. 

(6)  What  then? 

If  a  regular  program  of  visitation  as  outlined  is  carried  out 
fully  by  a  Sunday  school,  absentees  will  return  to  the  Sunday 
school;  new  pupils  will  join  the  Sunday  school;  the  sick  and 
needy  will  rejoice;  those  who  do  the  visiting  will  be  blessed, 
and  the  Sunday  school  will  grow. 

Where  this  genuine,  unfailing  method  of  building  the  Sun- 
day school  is  persistently  pursued,  cheap,  fictitious,  spasmodic 
'*red  and  blue"  contests,  cheap  jewelry  and  other  clap-trap 
methods  will  disappear,  and  as  a  result,  the  people  generally 
will  have  respect  and  admiration  for  the  Sunday  school. 

III.  The  superintendent  should  maintain  a  high 


The  superintendent  is  responsible  for  the  quality  of  teaching 
done  by  every  teacher  in  every  department  in  the  school.  This 
responsibility  goes  with  his  office,  as  we  have  already  seen,  and 
he  cannot  evade  it  if  he  would.  The  superintendent  may  not 
be  a  skilful  teacher  himself,  but  he  may,  and  should  be,  a 
keen  judge  of  what  constitutes  a  good  teacher  and  good  teach- 
ing. If  he  has  to  begin  with  unskilled  teachers,  it  will  not  be 
his  fault,  but,  if  the  teachers  remain  unskilled  the  blame  will 
most  assuredly  be  his. 


In  small  schools  the  superintendent  comes  into  direct  contact 
and  touch  with  the  teachers,  and  by  observing  their  work  closely 
he  will  be  able  to  draw  his  conclusions  fairly  accurately ;  but  m 
large  department  schools  this  responsibility  will  of  necessity  be 
shared  with  the  department  superintendents,  and  together  they 
should  keep  up  with  the  quality  of  work  done  by  all  of  the 

The  Six  Point  Record  System  will  be  of  untold  value  to  the 
superintendent  in  doing  this.  The  teachers'  records  as  well  as 
the  records  of  the  classes  will  greatly  aid  him  in  keeping  in- 
formed concerning  the  effectiveness  of  the  work  of  the  teachers. 

The  weekly  teachers'  meeting  will  also  furnish  the  superin- 
tendent a  first-hand  opportunity  of  securing  knowledge  of  the 
ability  of  the  different  teachers,  and  enable  him  to  assist  them 
in  maintaining  a  high  grade  of  teaching. 

1 .  A  Training  Program  Should  Be  Carried  Out. 

The  superintendent,  in  co-operation  with  the  pastor,  should 
inaugurate  and  maintain  a  definite  training  policy  and  program. 
This  work  will  have  to  be  done  between  Sundays. 

The  superintendent  should  see  that  a  training  school  of  a 
week's  duration  is  held  in  the  church  regularly  each  quarter. 
One  or  more  classes  of  officers  and  teachers  should  be  carried 
through  one  of  the  books  of  the  Sunday  School  Workers' 
Training  Course.  Often  there  should  be  two  or  more  simultan- 
eous classes  going  on,  as  all  the  workers  wall  not  desire  the 
same  book. 

The  superintendent  should  personally  encourage  every  of- 
ficer and  teacher  to  take  the  work.  He  should  also  enlist  the 
bright  young  people  and  men  and  women  in  this  training,  and 
so  prepare  new  material  for  his  force.  He  should  always  have 
on  hand  a  supply  of  these  training  books  and  literature  for  free 
distribution  on  every  phase  of  Sunday  school  work.  He  should 
encourage  the  officers  and  teachers  to  avail  themselves  of  every 
opportunity  to  equip  themselves  for  the  best  service.  His  motto 
for  his  officers  and  teachers  should  be  2  Timothy  2:   15. 

The  following  arrangement  of  a  program  for  a  week  of 
special  effort  in  training  is  practical  and  may  be  carried  out 
in  any  church.   A  good,  wholesome  free  lunch  should  be  served 


by  the  church  to  all  taking  the  work.  In  the  event  that  several 
classes  are  to  be  conducted  simultaneously,  neighboring  pas- 
tors and  Sunday  school  workers  from  nearby  churches  or  spe- 
cial Sunday  school  workers  may  be  secured  to  assist. 

Suggested  Program  for  Week  of  Training 

Schedule  of  Work — ^Monday  to  Friday 
6:00     Class  Work. 

One  or  more  classes  meeting  simultaneously. 
7:00     Lunch  served  free  to  all  taking  the  work. 
7:30     Address  by  a  neighboring  pastor,  or  perhaps  a  special  Sunday 

school  worker. 
8:00     Classes  as  before  lunch. 
9:00     Adjournment. 

In  addition  to  special  weeks  of  training  such  as  described 
above,  the  superintendent  should  lead  in  other  plans  for  get- 
ting training  work  done.  Special  classes  might  be  held  one  or 
more  afternoons  during  the  week,  or  one  evening  each  week  for 
ten  weeks  might  be  used.  In  some  places  and  at  some  times 
during  the  year,  all  day  sessions  could  be  held  three  or  more 
days  and  the  work  accomplished  in  this  way.  Workers  also 
should  be  urged  to  study  the  books  individually  and  in  so  doing 
get  the  value  from  the  study  and  the  credit  for  work  done. 

2.  A  Weekly  Teachers'  Meeting  Should  Be  Maintained. 

In  addition  to  the  general  preparation  secured  by  a  study 
of  books,  the  teachers  also  need  definite  preparation  for  each 
particular  lesson.  To  meet  this  specific  need  the  superintendent 
should  provide  a  weekly  teachers'  meeting.  Necessarily  this 
meeting  must  be  held  some  evening  during  the  week,  prefer- 
ably Wednesday  evening  preceding  the  prayer  meeting.  In 
many  churches  this  meeting  is  held  on  Friday  evening.  The 
teachers  need  to  come  together  for  fellowship,  study,  and 
prayer.  They  need  to  study  together  the  lesson  for  the  next 
Sunday  and  how  to  teach  it.  Many  teachers  are  inexperienced 
and  the  help  they  can  get  from  the  teachers'  meeting  cannot 
be  had  from  any  other  source.  All  Sunday  school  teachers 
need  this  opportunity  for  definite  preparation. 

A  good  teachers'  meeting,  attended  by  all  the  teachers  for 
the  purpose  of  lesson  preparation,  will  largely  solve  the  ab- 


sent  teacher  problem  on  Sunday  morning.  As  a  rule  teachers 
are  not  absent  from  their  places  in  the  Sunday  school  through 
necessity,  but  because  they  are  not  prepared ;  and  on  the  slight- 
est pretext  they  absent  themselves  on  Sunday  morning.  It  is 
a  rare  thing  for  a  prepared  teacher  to  be  absent;  likewise,  it  is 
just  as  rare  for  the  teacher  who  regularly  attends  the  weekly 
teachers'  meeting  to  be  absent. 

Graded  Lessons  do  not  render  a  teachers'  meeting  impos- 
sible. To  be  sure  they  increase  the  difficulties,  but  these  are 
not  insurmountable  and  may  be  mastered  by  perseverance  and 
the  use  of  the  proper  methods,  when  correctly  understood.  A 
teachers'  meeting  is  not  a  lecture,  and  indeed  the  class  is  not 
taught  like  any  other  class  may  be  taught.  But  rather,  the 
teachers'  meeting  is  a  demonstration — a  kind  of  "show  you 
how"  proceeding;  more  especially  is  this  the  case  when  Graded 
Lessons  are  used. 

In  conducting  a  weekly  teachers'  meeting  the  arrangement  of 
the  following  program  is  practical  and  can  be  closely  followed 
to  good  advantage  in  the  majority  of  large  Sunday  schools. 
The  lunch,  if  served  at  all,  should  be  served  without  any 
charge  whatever  to  the  officers  and  teachers. 

( 1 )  Program  of  weekly  teachers'  meeting. 

6:15  Lunch. 

6:45  Department   Meetings. 

Department  Conferences,   1 5  minutes. 

Lessons  for  next  Sunday,  30  minutes. 
7:30  General    Conference,    all    officers    and    teachers    coming    together 


Reports  from  Department  Conferences. 

General   Problems. 

Special    Prayer. 
7:45  Regular  Prayer  Meeting  led  by  the  pastor. 

The  purpose  of  the  teachers'  meeting,  as  contemplated  in 
this  discussion,  may  be  outlined  as  follows: 

(2)  Purpose  of  the  weekly  teachers'  meeting. 
a.  Social. 

The  opportunity  afforded  by  the  thirty  minutes'  lunch  for 
fellowship  is  helpful  and  uplifting. 


b.  Business. 

(a)  The  department  conferences,  led  by  the  department 
superintendent,  preceding  the  lesson  period,  afford  an  oppor- 
tunity for  the  consideration  of  vital  questions  concerning  the 
work  of  each  department. 

(b)  The  general  conference,  directed  by  the  superintendent, 
at  the  close  of  the  department  meetings,  gives  an  opportunity  for 
the  presentation  and  discussion  of  questions  affecting  the  school 
as  a  whole. 

c.  Lesson  study. 

(a)  Uniform  Lessons.  "Angle  Method."  The  "Angle 
Method"  presents  a  simple,  practical  plan  to  teachers  for 
gathering  material,  planning  the  lesson  and  methods  of  teach- 
ing it.  It  should  close  at  7:30  for  the  general  conference  and 
mid-week  prayer  meeting. 

(b)  Graded  Lessons.  Two  graded  lessons  for  the  follow- 
ing Sunday  may  be  taught  in  each  group  for  thirty  minutes. 
There  may  be  talks  on  "Lesson  Building,"  "Story-Telling," 
and  other  such  subjects,  for  ten  minutes,  closing  at  7:30  for 
the  general  conference  and  mid-week  prayer  meeting. 

d.  Prayer. 

At  the  close  of  the  general  conference  the  superintendent 
should  call  for  requests  for  prayer  by  teachers  and  by  any  in 
the  meeting  who  may  have  burdens.  A  season  of  quiet  prayer 
for  five  or  ten  minutes  for  lost  pupils  and  friends  and  the  sick 
and  needy  in  the  congregation  would  be  a  fitting  close  to  the 
teachers*  meeting.  Likewise,  it  would  give  a  fine  impulse  to 
the  mid-week  prayer  meeting  just  opening  in  charge  of  the 
pastor.  For  a  full  discussion  of  a  weekly  teachers'  meeting 
see  Chapter  IX,  Building  a  Standard  Sunday  School. 

The  superintendent  who  maintains  a  good  weekly  teachers* 
meeting  in  his  Sunday  school  will  succeed. 

IV.  The  superintendent  should  lead  in  winning 


It  is  impossible  to  have  a  soul-winning  Sunday  school  wnth- 
out  a  soul-winning  superintendent.     The  superintendent  should 


keep  the  Sunday  school  at  the  business  of  winning  the  lost  to 
Christ  continually.  A  supjerintendent  will  find  here  his  great- 
est joy  and  he  should  set  himself  to  the  task  in  dead  earnest. 
He  will  have  to  lead  in  this  work  if  it  is  done.  The  matter 
of  praying  for  the  lost  and  winning  the  lost  should  find  a 
prominent  place  in  the  teachers'  meeting  program  each  week. 
This  is  necessary  if  the  soul-winning  fires  are  to  be  kept  burn- 
ing continually  in  the  Sunday  school. 

In  training  the  officers  and  teachers  the  superintendent  should 
see  that  at  least  one  class  in  Sunday  School  Evangelism  is  con- 
ducted each  year.  Preferably  this  class  should  be  taught  by 
the  pastor,  but  the  superintendent  should  see  that  it  is  msdn- 
tained.  He  should  enlist  in  this  class  all  the  teachers  and 
officers,  a  large  number  of  members  of  the  Young  People  and 
Adult  classes  and  many  of  the  older  Intermediate  pupils.  He 
should  lead  them  in  doing  personal  work  with  the  lost.  He 
should  see  that  the  officers  and  teachers  have  opportunity  to 
read  the  best  books  on  soul-winning,  such  as  How  to  Win  to 
Christ,  by  Burroughs;  With  Christ  After  the  Lost,  by  Scar- 
borough; Talks  on  Soul-Winning,  by  Mullins;  Personal  Evan- 
gelism, by  Sellers,  and  Evangelism,  by  Hamilton.  The  Sun- 
day school  superintendent  must  be  a  soul-winner  if  he  would 
have  a  soul-winning  Sunday  school. 

It  will  readily  be  seen  that  planning  for  this  work  cannot  be 
done  on  Sunday  morning.  Sunday  morning  is  the  reaping 
time,  and  necessarily  there  will  be  little  reaping  unless  there 
has  been  some  sowing  during  the  week. 

V.  The  superintendent  should  lead  the  school  to 


The  Sunday  school  superintendent  should  see  that  the  of- 
ficers, teachers,  and  all  the  pupils  above  the  Primary  depart- 
ment attend  the  preaching  service.  This  obligation  and  this 
responsibility  are  inescapable.  These  are  many  reasons  why 
Sunday  school  pupils  should  attend  the  preaching  service,  but 
only  three  are  given  below: 

They  need  to  have  the  message  of  the  teacher  re-enforced 
by  the  message  of  the  pastor. 


They  need  both  the  saving  and  comforting  message  of 
the  gospel  as  only  the  pastor  can  give  it. 

They  need  the  opportunity  afforded  in  the  preaching  service 
to  worship  God. 

The  superintendent  should  get  back  of  this  important  matter 
with  all  of  his  influence  and  should  use  all  the  means  at 
his  command  to  have  the  entire  Sunday  school  attend  the 
preaching  service  Sunday  morning.  This  will  have  to  be 
planned  during  the  week  and  a  thorough  understanding  should 
be  reached  with  the  pastor,  all  of  the  officers,  teachers,  and 
pupils,  and  should  culminate  Sunday  morning  in  harmonious 

He  should  plan  for  and  carry  out  the  following  defi- 
nite suggestions  which  will  practically  guarantee  the  attendance 
of  a  majority  of  the  members  of  the  school  at  the  preaching 

1.  He  Should  Hold  Frequent  Conferences  With  Officers 
and  Teachers. 

It  will  be  necessary  for  the  superintendent  to  get  all  the 
officers  and  teachers  to  agree  to  attend  the  preaching  service 
themselves  and  to  do  their  best  to  lead  their  pupils  to  do  so. 

2.  He  Should  Utilize  the  Six  Point  Record  Sy^stem. 

He  should  see  that  all  of  the  officers  and  teachers  thoroughly 
understand  the  Six  Point  Record  System,  and  co-operate  with 
the  secretary  in  securing  reports  and  giving  them  the  necessary 
publicity.  He  should  see  that  each  member  in  the  Sunday 
school  is  furnished  with  his  individual  monthly  report  on  the 
first  Sunday  morning  in  the  month. 

3.  He  Should  Co-operate  With  the  Pastor  in  Maying  the 
Unified  Service  Effective. 

The  Unified  Service  has  proved  to  be  a  very  effective  help 
in  leading  Sunday  school  pupils  to  remain  for  the  preaching 
service,  where  it  is  rightly  planned  and  handled. 

For  a  discussion  of  this  method,  see  Chapter  VII,  Building 
a  Standard  Sunday  School. 

VI.  The    superintendent    should    plan    for    the 


The  Sunday  school  superintendent  should  lead  in  planning 
for  the  social  life  of  the  Sunday  school.  He  should  seek  to 
enlist  and  utilize  the  fine  abilities  of  the  officers,  teachers,  and 
pupils  in  this  work.  He  should  lead  in  plemning  for  depart- 
ment socials  in  every  department,  at  least  once  each  quarter. 
He  should  also  encourage  the  teachers  in  leading  their  classes  in 
class  and  inter-class  socials.  He  should  also  plan  for  an  an- 
nual social  for  the  entire  Sunday  school,  which  may  be  held 
either  in-doors  or  out-of-doors,  according  to  the  season. 

Every  church  has  within  its  membership  one  or  more  per- 
sons with  gifts  especially  fitting  them  for  leadership  in  this  use- 
ful Sunday  school  activity  and  pleasing  field  of  Christian 
service.  It  is  the  Sunday  school  superintendent's  first  task  to 
discover  this  particular  person,  and  have  him  formally  elected 
and  set  apart  for  the  work.  He  should  be  made  an  associate 
superintendent.  He  would,  of  course,  work  in  co-operation 
with  the  pastor,  general  superintendent,  department  superin- 
tendents, and  teachers  in  co-ordinating  the  entire  social  life  of 
the  Sunday  school  and  church.  Under  no  circumstances  should 
there  be  a  conflict  betvv^een  the  Sunday  school  and  the  Training 
Union  in  planning  their  socials.  On  the  contrary,  there  should 
be  perfect  harmony  and  co-operation  between  these  two  or- 

1 .  General  Sunday  School  Social. 

A  social  should  be  held  for  the  entire  Sunday  school  at  least 
annually.  To  be  sure,  the  games  and  amusement  features 
should  be  planned  by  departments,  but  the  entire  school  should 
participate  in  this  annual  social  affair. 

In  the  event  the  school  does  not  have  a  suitable  building, 
this  general  social  may  be  held  in  the  spring,  summer,  or  early 
fall,  and  be  in  the  nature  of  an  outing.  Where  the  building 
provides  for  an  indoor  social,  a  brief  general  program  should 
be  carried  out,  and  the  games  and  refreshments  should  be  had 
in  the  different  department  rooms. 


2.  Department  Socials. 

The  department  socials  should  occur  at  least  quarterly  and 
in  the  lower  grades,  perhaps,  more  often.  They  should  be  held 
under  the  direct  leadership  of  the  department  superintendents. 
The  general  superintendent  should  see  that  these  socials  are 
thoroughly  planned.  He  should  see  also  that  they  are  properly 
financed  and  that  every  child  is  provided  a  way  to  attend. 
The  socials  of  the  children  and  Junior  boys  and  girls  should 
occur  in  the  afternoon  when  it  is  more  suitable  for  them  to 
attend  and  when  their  mothers  may  also  attend.  The 
other  department  socials  would  best  occur  in  the  evening.  The 
pastor,  superintendent,  department  superintendents,  and  all 
teachers  should  attend  these  socials. 

3.  Class  Socials. 

Class  socials  should  be  held  under  the  direct  guidance  of  the 
teachers  in  the  Junior  and  Intermediate  departments  and  may 
often  be  held  in  the  homes  of  the  teachers.  Of  course.  Young 
People,  and  Adult  classes  have  their  own  social  leaders  who 
should  direct  the  social  activities  of  the  classes.  Inter-class 
socials  are  very  delightful  and  teachers  and  social  committees 
should  work  together  in  planning  for  two  or  more  classes  of 
young  ladies  and  young  men  to  have  frequent  socials  together. 
This  is  almost  a  sure  method  of  class  building.  It  touches  the 
young  people  at  the  point  of  greatest  interest  perhaps,  and  it  is 
well  for  the  superintendent  to  keep  in  close,  sympathetic  touch 
with  the  young  people  at  this  point. 





In  the  preceding  chapter  we  dealt  with  the  work  of  the 
superintendent  during  the  week  as  follows: 

I.  The  Superintendent  Should  Keep  the  School  Thoroughly  Organ- 
II.  The  Superintendent  Should  Build  the  Sunday  School. 

III.  The  Superintendent  Should  Maintain  a  High  Grade  of  Teaching. 

IV.  The  Superintendent  Should  Lead  in  Winning  the  Lost  to  Christ. 
V.  The  Superintendent  Should  Lead  the  School  to  Attend  the  Preach- 
ing Service. 

VI.  The  Superintendent  Should  Plan  for  the  Social  Life  of  the  School. 

In  this  chapter  the  week-day  work  of  the  superintendent  will 
be  concluded  under  the  following  heads : 

I.  The  Superintendent  Should  Plan  His  Sunday  Morning  Program. 
II.  The  Superintendent  Should  See  That  the  Six  Point  Record  System 
is  Maintained. 

III.  The    Superintendent    Should    See    That    the    School    is    Properly 


IV.  The  Superintendent  Should  Keep  the  School  Informed  About  the 

Work  of  the  Denomination. 
V.  The  Superintendent  Should  Lead  the  School  to  the  Highest  Point 
of  Efficiency. 
VI.  The  Superintendent  Should  Plan  for  an  Annual  Vacation  Bible 
Ik.  School. 

I.  The  superintendent  should  plan  the  Sunday 


The  superintendent's  Sunday  morning  program  must  be 
planned  during  the  week  if  the  Sunday  morning  session  is  to 
be  attractive  and  winsome.  It  is  easy  to  have  good  order,  good 
singing,  and  a  season  of  spiritual  refreshing  in  a  Sunday  school 
if  the  superintendent  will  give  the  time  and  study  necessary  in 



planning  for  it.     He  should  have  a  well-planned  program  every 

1.  The  Program  Material. 

The  superintendent  can  have  all  the  variety  he  needs  to 
make  the  program  attractive  if  he  will  build  his  program  around 
the  lesson  of  the  day.  The  lessons  are  all  different  cmd  neces- 
sarily the  songs.  Scriptures,  and  illustrations  will  be  different. 
He  should  utilize  the  different  members  of  the  school  on  the 
program ;  at  times  one  or  more  classes,  at  other  times  a  depart- 
ment may  be  used  to  good  advantage. 

Material  is  abundant  for  making  up  these  programs,  both 
where  the  Uniform  and  Graded  Lessons  are  taught.  The 
Sunday  School  Builder  contains  well-wrought-out  programs 
which  can  be  adapted  by  both  general  superintendents  and  de- 
partment superintendents  where  Uniform  Lessons  are  taught. 
The  Manuals  for  the  department  superintendents  and  the 
teachers'  books  contain  all  the  material  needed  for  making  at- 
tractive programs  in  departments  where  Graded  Lessons  are 
taught.  However,  these  programs,  as  suggested  above,  must 
be  planned  during  the  week  fully  ten  days  in  advance,  as  the 
parts  must  be  assigned  on  Sunday  morning,  one  week  in  ad- 

2.  The  Secret  of  Successful  Program  Building. 

There  are  certain  laws  or  principles  which,  if  rightly  under- 
stood, make  the  whole  matter  of  having  attractive,  helpful  pro- 
grams in  the  Sunday  school  a  very  simple  thing.  This  is  true, 
irrespective  of  department  or  kind  of  lessons.  The  most  im- 
portant secret  of  program  making  has  already  been  stated 
above.  It  is  this:  the  program  should  be  built  around  the  les- 
son of  the  day.  That  is  to  say,  everything  in  the  program — 
all  the  songs,  prayers,  the  Scriptures  read,  the  illustrations 
used,  and  all  that  is  said  and  done — should  grow  out  of  the 
lesson  studied,  and  should  teach  and  emphasize  one  or  more  of 
the  truths  of  the  lesson. 

There  are  also  other  principles  underlying  program-making 
which  the  superintendent  needs  to  understand  in  order  to  suc- 
cessfully build  his  programs.     These  are  very  clearly  set  out 


in  the  following  fourfold  purpose  of  the  superintendent's  Sun- 
day morning  program: 

To  teach  one  or  more  truths  of  the  lesson  of  the  day ; 

To  train  the  pupils,  by  using  them  on  the  program; 

To  edify  and  entertain  the  school  by  making  the  program 

attractive;  and 
To  enlist  the  indifferent  members  of  the  school. 
Let  us  discuss  these  four  points  briefly  under  the  next  head. 

3.    The  Design  of  the  Program. 

(1)  To  teach  one  or  more  of  the  truths  in  the  lesson  of 
the  day. 

Selecting  one  or  more  of  the  lesson  truths  and  building  the 
program  around  them,  renders  the  getting  up  of  a  program 
easy,  and  assures  variety.  The  programs  in  their  teaching  will 
be  as  different  each  Sunday  as  the  lessons  are  different.  The 
superintendent  should  not  give  a  lengthy  preview  of  the  lessons 
at  the  opening,  or  a  lengthy  review*  at  the  close  of  the  school; 
but  the  opening  services  should  serve  to  send  the  pupils  to  their 
classes  hungry  for  the  teacher's  message,  and  the  teachers 
should  be  the  better  prepared,  both  in  heart  and  mind,  to  im- 
part the  message. 

Every  song,  every  prayer,  every  Scripture  read  or  recited 
in  the  opening  sei-vice  should  either  grow  out  of  or  go  into  the 
lesson  of  the  day.  Everything  done  should  be  conducive  to  a 
spirit  of  worship  in  the  school,  without  which  the  service  will 
be  an  empty  failure. 

(2)  To  utilize  the  pupils. 

The  superintendent  has  here  a  great  opportunity  through  his 
program  to  train  in  the  use  and  reading  of  the  Bible,  in  public 
speaking,  and  in  singing.  Let  it  be  understood  and  agreed 
in  the  school  that  all  officers,  teachers,  and  pupils  above  eight 
years  of  age  shall  bring  their  Bibles  to  the  Sunday  school.  They 
should  be  given  an  opportunity  to  use  them  in  a  practical  way. 
The  pupils  should  sing  special  songs,  solos,  duets,  quartets,  and 
class  songs.  They  should  be  trained  in  quoting  Scripture  and  re- 
lating Bible  incidents.  The  superintendent's  program  is  the 
place  for  all  this — his  every-Sunday  programs  as  well  as  special- 


day  programs.  All  should  be  given  an  opportunity  to  express 
themselves.  The  reason  so  many  Sunday  schools  are  lifeless 
is  because  the  superintendent  does  all  the  tedking. 

(3)  To  entertain  and  edify. 

Every  Sunday  school  service,  as  well  as  every  other  church 
service,  ought  to  be  attractive.  There  is  no  excuse  for  a  dull 
moment  in  any  religious  service,  and  especially  in  a  Sunday 
school  where  everything  is  conducive  to  enjoyment.  This  is 
not  a  plaint,  but  the  great  majority  of  "openmg  and  closing 
exercises"  in  Sunday  schools  are  so  uninteresting  and  utterly 
devoid  of  attractiveness  that  young  people  and  boys  and  girls 
cannot  be  blamed  for  their  lack  of  interest  in  them.  The 
services  can  be  made  attractive  and  helpful  to  all;  when  they 
are,  people  will  attend.  They  will  go  where  they  get  some- 
thing; there  is  no  doubt  about  this.  The  program  should  be 
carefully  planned,  thoroughly  prepared,  and  well  executed. 
Give  the  people  something  and  they  will  attend. 

(4)  To  enlist  the  indifferent. 

This  is  another  design  of  the  program.  The  way  to  enlist 
people  in  any  kind  of  an  enterprise  is  to  make  them  realize  that 
they  are  a  part  of  it.  Give  them  something  to  do.  By  using 
a  pupil  on  the  program  to  do  something  simple — to  sing  a  song 
or  quote  a  verse  of  Scripture — he  will  become  enlisted  in  all 
that  pertains  to  the  Sunday  school,  also  his  friends  and  class 
will  take  fresh  interest  in  the  affairs  of  the  school.  A  class  is 
called  on  to  sing  a  song,  the  teacher  and  entire  department  be- 
come interested  at  once  and  anxious  that  the  song  may  be  well 
sung.  One  important  item  in  the  design  of  the  program  is  to 
enhst  the  indifferent  and  secure  their  co-operation  in  building 
up  the  school. 

'  r 

4.    The  Time  Question. 

The  time  question  in  making  the  program  is  of  vital  impor- 
tance and  when  this  question  is  settled  right — that  is,  when  the 
superintendent  is  willing  to  give  the  necessary  time  during  the 
week  in  which  to  prepare  and  arrange  his  programs — the  pro- 
grams can  be  what  they  ought  to  be  and  not  before. 


( 1 )  When  to  begin. 

At  least  ten  days  to  two  weeks  ahead,  the  superintendent 
should  begin  studying  the  lesson,  and  gathering  material  for 
arranging  the  program.  This  must  all  be  done,  and  the  pro- 
gram should  be  assigned  on  Sunday  morning  a  week  in  advance. 
Teachers  should  also  be  notified  that  their  pupils  are  on  duty. 
They  should  encourage  them,  and  assist  in  their  preparation, 
meeting  with  them  once  or  oftener  during  the  week  to  practice 
or  rehearse  if  necessary.  Careful  planning,  timely  preparation, 
and  ceaseless  praying  are  three  essentials  in  building  and  ar- 
ranging a  good  program. 

(2)  The  necessary  time. 

The  amount  of  time  necessary  to  spend  on  a  program  de- 
pends on  the  lesson  and  the  material  at  hand.  Some  lessons 
are  easier  to  master  than  others  and  material  is  much  more 
abundant  in  some  cases  and  m.ore  easily  arranged.  Experience 
teaches,  however,  that  it  requires  not  less  than  eight  hours  on 
the  least  difficult  programs  and  from  ten  to  twelve  hours  on  the 
more  difficult  ones.  Great  improvement  in  thousands  of  Sun- 
day schools  all  over  the  Southland  would  result  if  superin- 
tendents would  definitely  set  aside  one  hour  each  day  and  three 
or  four  hours  on  Sunday  for  the  study  of  the  Sunday  school 
and  the  preparation  of  their  programs.  It  is  worth  it!  Who 
will  do  it? 

The  superintendent  of  a  thoroughly  departmentized  Sunday 
school,  in  which  each  department  meets  in  its  own  separate 
quarters  and  conducts  its  own  Sunday  morning  sessions  very 
naturally  would  not  need  to  build  a  program,  such  as  we  have 
been  discussing,  to  be  conducted  by  himself  from  the  platform. 

However,  in  all  the  departments  where  the  Uniform  Lessons 
are  used  the  department  superintendents  could,  and  should, 
plan  their  programs,  diligently  observing  these  principles  and 
methods  of  program  building.  And  even  in  departments  where 
Graded  Lessons  are  used  these  principles  form  the  true  founda- 
tion for  correct  program  making. 

In  all  Sunday  schools  which  meet  in  one-room  buildings 
where  all  the  age-groups  meet  together,  also  in  Sunday  schools 


in  which  the  higher  grades  are  combined  with  the  general  super- 
intendent in  charge  of  the  platform  work,  the  superintendent 
should  plan  his  programs  in  harmony  with  the  suggestions  given 
in  this  book. 

Should  the  superintendent  use  the  suggested  programs  in 
The  Sunday  School  Builder,  he  will  be  saved  hours  of  work 
in  collecting  material,  selecting  the  truth  or  truths  around  which 
to  build  his  programs,  and  also  in  arranging  them. 

II.  The  superintendent  should  see  that  the  six 

POINT  record  system  IS  MAINTAINED 

A  good  system  of  records  is  necessary  to  the  best  Sunday 
school  success.  It  is  not  enough  that  the  secretary  should 
understand  how  to  keep  records  and  make  reports,  but  all 
the  officers  and  teachers  led  by  the  superintendent  should 
study  the  question  of  keeping  records  and  making  reports. 
He  is  the  man  responsible)  for  good  cind  illuminating  reports. 
He  should  master  the  Six  Point  Record  System  and  know 
every  step  in  its  operation.  He  should  give  the  secretary 
sympathetic  co-operation.  He  should  plan  for  reports  at  the 
close  of  the  school  Sunday  morning,  at  the  weekly  teach- 
ers' meeting  and  the  monthly  workers'  conference.  He 
should  also  have  his  monthly  report  printed,  if  possible,  and 
put  into  the  hands  of  every  member  of  the  church  and  Sun- 
day school.  If  this  is  not  practicable  he  should  have  the 
monthly  report  printed  on  a  large  chart  or  blackboard  and 
call  the  attention  of  the  entire  church  to  the  report  the  first 
Sunday  morning  in  each  month. 

Free  literature  is  to  be  had  for  the  asking  and  should  be  on 
hand  for  the  superintendent's  study  and  for  distribution  to  the 
other  workers.  Frequent  conferences  should  be  held  with  the 
workers  and  the  highest  efficiency  maintained  in  the  operation 
and  use  of  the  records. 



In  the  large  schools  it  may  be  best  to  assign  this  phase  of 
the  work  to  one  of  the  associate  superintendents.     He  may  be 


designated  Superintendent  of  Equipment.  At  the  same  time 
the  general  Superintendent  is  responsible  for  the  kind  of  equip- 
ment supplied  for  the  workers  in  each  department  and  class. 

Department  superintendents  and  teachers  should  not  find 
it  necessary  to  provide  means  for  equipping  their  departments 
or  classes.  It  is  not  fair  to  the  workers,  nor  is  it  for  the  best 
interest  of  the  department,  class,  or  Sunday  school  as  a  whole. 

1 .  He  Should  Knon?  Hon)  to  Equip  the  Sunday  School. 

He  should  study  the  latest  books  and  literature  on  church 
architecture  and  be  able  to  adjust  the  building  to  the  Sunday 
school.  Often  a  few  simple  changes  in  the  building  will  make 
it  almost  ideal.  Frequently,  changing  a  class  from  one  room  to 
another  will  greatly  facilitate  matters  and  often  make  a  place 
for  an  entire  department  to  work,  at  the  same  time  not  in- 
juring the  work  of  the  class.  The  Sunday  school  superin- 
tendent should  know  how  to  utilize  and  economize  the  space 
in  the  church  building  in  order  to  get  the  best  results  from 
the  Sunday  school. 

The  superintendent  should  also  know  the  necessary  material 
and  tools  for  each  department  in  the  Sunday  school;  in  this 
way  he  will  be  able  to  help  the  teachers  and  officers  in  sup- 
plying themselves  with  the  best  things  for  each  class  and  de- 
partment. The  Sunday  School  Board  has  much  good  litera- 
ture on  this  question  for  the  superintendent  to  study. 

2.  He  Should  See  That  Necessary  Funds  Are  Supplied. 

The  best  way  to  finance  a  Sunday  school  is  for  the  church 
to  do  it  and  have  all  the  offerings  of  the  Sunday  school 
go  into  the  church  treasury ;  however,  many  churches  have  not 
this  conception  of  their  obligation  to  the  Sunday  school.  In 
such  cases,  of  course,  the  Sunday  school  will  have  to  finance 
itself.  It  will  be  an  easy  matter  for  any  Sunday  school  to 
be  more  than  self-supporting.  In  order  to  do  this  it  v^ll  not 
be  necessary  to  take  special  offerings  and  urge  the  people 
to  give;  this  should  not  be  done.  If  the  Six  Point  Record 
System  and  individual  report  envelopes  are  used,  the  Sun- 
day school  will  have  more  than  enough  money  to  defray  its 


Again,  let  it  be  said  that  it  is  a  bad  idea  to  urge  Sunday 
school  pupils  to  give  to  the  support  of  the  Sunday  school. 
It  is  worse  to  announce  that  the  Sunday  school  is  in  debt  and 
that  money  is  needed  to  pay  its  expense.  There  is  no  neces- 
sity for  this  if  the  superintendent  will  intelligently  plan  for 
financing  of  the  school. 

IV.     The  superintendent  should  keep  the  school 


A  large  per  cent  of  the  pupils  in  the  Sunday  school  are 
not  church  members,  nor  do  they  belong  to  the  Training  Union, 
and  unless  the  Sunday  school  has  a  constructive  program  for 
the  indoctrination  of  the  children  and  young  people  and  for 
their  instruction  in  missions  and  stewardship,  they  will  grow  up 
in  utter  ignorance  of  what  Baptists  believe  and  what  they  are 

There  are  heavy  obligations  resting  upon  the  Sunday  school 
to  educate  and  train  its  entire  constituency  concerning  all  the 
things  Southern  Baptists  are  doing  as  a  great  denomination. 
Adequate  plans  have  been  provided  to  meet  these  obligations. 

1 .   A  Threefold  Obligation. 

(1)  We  owe  it  to  ourselves  as  Baptists  to  develop  our 
Sunday  schools  along  denominational  lines,  to  teach  the  Scrip- 
tures as  we  believe  them,  to  inform  the  people  concerning  our 
educational  and  benevolent  enterprises,  and  to  afford  them 
frequent  opportunities  to  make  contributions  to  the  support 
of  our  work. 

(2)  We  owe  it  to  our  Sunday  school  pupils  themselves 
to  give  them  the  Baptist  point  of  view,  to  acquaint  them  with 
the  great  Baptist  world  program,  and  to  help  each  one  of  them 
find  a  place  in  that  program  where  he  can  serve  best. 

(3)  We  owe  it  to  a  lost  world  to  give  to  our  Baptist 
Sunday  school  boys  and  girls  and  our  young  people  the  gospel 
message  of  saving  grace  as  Baptists  believe  it,  to  acquaint 
them  with  the  world's  need  of  this  message,  and  to  urge  them 


to  take  this  message  of  light  and  hfe  to  the  millions  of  earth 
who  "sit  in  darkness  and  in  the  shadow  of  death." 

2.  Adequate  Plans  Provided. 

The  Executive  Committee  of  the  Southern  Baptist  Conven- 
tion has  adopted  a  Calendar  of  Denominational  Activities  and 
offered  it  for  the  use  of  our  forces  at  large.  The  Sunday 
School  Board  fosters  this  Calendar  to  the  extent  of  furnishing 
free  literature  and  providing  program  material  in  the  regular 
magazines  for  use  by  Sunday  schools  in  observing  the  emphases 
contained  in  the  Calendar. 

The  high  points  in  this  Calendar  are  the  special  Missionary 
Days:  Home  and  Foreign  Mission  Day,  the  last  Sunday  in 
March,  and  State  Mission  Day  the  last  Sunday  in  October. 
In  addition  to  these,  however,  provision  is  made  for  the  presen- 
tation of  programs  on  State  Baptist  Schools,  the  Southwide 
Seminaries,  Baptist  Hospitals,  Baptist  Orphanages,  State  De- 
nominational Papers,  and  the  Relief  and  Annuity  Board.  In 
most  of  these  programs  a  place  is  made  for  taking  an  offering 
to  be  devoted  to  the  special  cause  presented. 

The  superintendent  should  secure  the  free  literature  describ- 
ing this  Calendar,  lead  his  school  to  adopt  it,  and  use  it  as  a 
constantly,  recurring  opportunity  to  introduce  the  dynamic  of 
Missions  into  his  school,  through  giving  missionary  instruction 
and  enlisting  gifts  and  prayers  for  our  worldwide  work. 

Think  of  what  it  would  mean  to  our  denominational  agen- 
cies if  every  one  of  our  more  than  2 1 ,000  Sunday  schools 
should  consistently  present  these  different  causes  each  year  and 
take  an  offering  for  them! 

Sunday  school  superintendents  should  thoroughly  inform 
themselves  about  the  work  of  Southern  Baptists  and  intelli- 
gently and  vigorously  plan  to  utilize  these  fine  provisions  for 
developing  the  mission  spirit  of  our  Sunday  school  pupils  and 
to  increase  their  sense  of  loyalty  to  our  denominational  enter- 

See  Chapter  XI  of  Building  a  Standard  Sunday  School  for 
a  fuller  discussion  of  this. 

V.  The  superintendent  should  bring  the  Sunday 

SCHOOL  to  the   highest   POINT  OF  EFFICIENCY 

This  is  exemplified  in  the  two  Standards  of  Excellence  set 
up  by  the  Baptist  Sunday  School  Board.  These  Standards 
along  with  the  Department  and  Class  Standards  contain  a 
finely  wrought-out  program  of  development,  looking  toward 
the  accomplishment  of  the  highest  degree  of  effectiveness  in 
Sunday  school  work.  Not  only  do  they  serve  as  programs  of 
work,  but  they  become  objectives  such  as  are  necessary  to 
worth-while  achievement. 

1 .  The  First  Standard. 

The  First  Standard  of  Excellence  is  here  given  with  sug- 
gestions for  reaching  it.  The  attainment  of  all  the  points 
entitles  the  school  to  be  recognized  as  a  Standard  Sunday 
School.    The  recognition  is  for  the  calendar  year. 

I.  Church  Control 

The  church  shall  elect  the  officers  and  teachers;  the  school  shall  make 
monthly  or  quarterly  reports  to  the  church. 

II.  Enrolment 
The  enrolment  of  the  school,  including  the  Extension  department  but 
exclusive  of  the  Cradle  Roll,  shall  equal  the  number  of  resident  church 
members  as  recognized  by  the  church  itself.  Or  exclusive  of  both  the 
Cradle  Roll  and  Extension  department,  the  school's  enrolment  shall  equal 
seventy-five   (75)  per  cent  of  the  resident  church  members. 

III.  Graded 

The  school  shall  be  graded  as  follov^s:  Cradle  Roll,  Birth  to  3; 
Beginners,  4,  5;  Primaries,  6-8;  Juniors,  9-12;  Intermediates,  13-16; 
Young  People,  1 7-24 ;  Adults,  25  and  above. 

The  Beginner,  Primary,  and  Junior  departments  shall  occupy  their  own 
quarters  separated  from  the  rest  of  the  school  by  walls  or  movable  parti- 
tions, or  at  least  by  curtams.  Classrooms  or  curtained  space  shall  be 
provided  for  at  least  50  per  cent  of  the  remaining  classes. 

IV.  Baptist  Literature 
Southern  Baptist  Sunday  school  literature  shall  be  used  throughout  the 
school.  The  Young  People's  and  Adult  classes  may  use  any  of  the 
several  treatments  of  the  Uniform  Lessons  specified  for  them.  The  Begin- 
ners, Primaries,  Juniors,  and  Intermediates  may  use  either  the  Graded 
Lessons  or  the  Uniform  Lessons  especially  adapted  by  the  Sunday  School 
Board  for  each  age  group. 


V.  Bibles  Used 
The   Bible  shall  be  used  in  the  school  above  the  Primary  department 
by    at    least    seventy-five    (75)    per    cent    of    the    teachers    and    pupils    in 

VI.  Preaching  Attendance 

The  attendcince  of  the  school  upon  the  preaching  service  shall  equal 
seventy-five  (75)  per  cent  of  the  Sunday  school  attendance  above  the 
Primary  department. 

VII.  Evangelism 

The  school  shall  be  positively  evangelistic:  the  teachers  shall  earnestly 
seek  to  lead  their  pupils  to  Christ;  the  superintendent  and  pastor  shall 
give  frequent  opportunities  for  the  pupils  to  confess  Christ  publicly,  and 
urge  them  to  do  so. 

VIII.  Weekly  Teachers'  Meeting  or  Monthly  Workers' 

The  school  shall  maintain  a  Weekly  Teachers'  Meeting  or  a  Monthly 
Workers'  Conference,  attended  by  at  least  fifty  (50)  per  cent  of  the 
officers  and  teachers. 

IX.  Trained  Workers 
(Effective  Only   for  the  Year  of   1936) 

Fifty  (50)  per  cent  of  the  general  officers,  including  the  pastor  or  the 
superintendent,  shall  hold  the  Sunday  School  Administration  Course 
Diploma;  fifty  (50)  per  cent  of  the  officers  and  teachers,  including  the 
pastor  or  superintendent,  shall  hold  a  Convention  Normal  Course  Diploma. 

Or  fifty  (50)  per  cent  of  all  the  officers  and  teachers,  including  the 
pastor  or  superintendent,  shall  have  the  award  for  the  study  of  Building 
a  Standard  Sunday  School. 

There  shall  be  a  Training  Class  completing  at  least  one  book  a  year. 

X.  Denominational  Work 
The  Sunday  school  shall  actively  promote  the  general  missionary,  edu- 
cational, and  benevolent  causes  fostered  by  the  denomination;  at  least 
four  of  these  causes  shall  be  presented  to  the  school  educationally,  and 
to  these  the  school,  as  a  school,  s'tiall  contribute  each  year  in  line  with 
the  policy  of  the  church. 

Suggestions  for  Reaching  this  Standard 

( 1  )  Let  the  superintendent  order  from  the  Sunday  School 
Board  a  Hberal  supply  of  free  literature  on  the  Standard. 
Also,  let  him  secure  wall  charts  for  each  department  room  and 
for  the  general  assembly  room. 


(2)  Let  the  superintendent  and  the  pastor  thoroughly 
famiharize  themselves  with  the  Standard,  being  sure  they 
understand  each  point  perfectly. 

(3)  Let  the  superintendent  call  a  meeting  of  all  the  officers 
and  teachers  and  discuss  the  Standard  until  all  have  a  perfect 
knowledge  of  what  it  means.  Go  over  the  different  points, 
place  seals  opposite  those  already  attained.  Let  him  secure 
unanimous  and  enthusiastic  agreement  to  adopt  it. 

(4)  Let  the  superintendent  bring  the  matter  of  the  Standard 
before  the  Sunday  school  and  explain  it  briefly;  also,  let  this 
be  done  in  each  department  and  class. 

(5)  Keep  the  Standard  before  the  school  continually,  mak- 
ing brief  references  to  it  from  time  to  time.  Place  a  large 
seal  opposite  each  point  as  it  is  attained. 

(6)  When  the  Standard  has  been  reached  make  much  of 
the  occasion.  Secure  the  pennant  from  the  Board  and  keep  it 
displayed  in  full  view  of  the  entire  congregation. 

2.  The  Advanced  Standard. 

As  quickly  as  the  First  Standard  is  reached,  and  even  be- 
fore, the  superintendent  should  frequently  refer  to  the  Advanced 
Standard  and  suggest  that  nothing  short  of  its  attainment  will 
satisfy  his  ambitions  for  the  school.  He  should  then  pursue  the 
same  methods  with  reference  to  the  Advanced  Standard  as 
were  used  in  informing  the  school  about  the  First  Standard. 

In  fact  the  wise  superintendent  will  have  in  mind  the  attain- 
ment of  the  Advanced  Standard  all  along  and,  while  working 
to  attain  the  First  Standard,  he  will  quietly  be  planning  for 
the  attainment  of  the  Advanced  Standard. 

TTie  Advanced  Standard  of  Excellence  represents  the 
highest  attainment  of  efficiency  known  to  the  Sunday  school 
world.  And  Sunday  schools  which  measure  up  to  the  ten 
requirements  set  out  in  this  Standard,  in  spirit  as  well  as  in 
letter,  will  be  in  position  to  do  a  mighty  service  in  the  Kingdom. 

Copies  of  this  Advanced  Standard  may  be  had  without 
charge  upon  request  to  the  Baptist  Sunday  School  Board, 
Nashville,  Tennessee,  along  with  copies  of  all  the  department 
and  class  Standards  which  are  required  by  it. 


VI.  The  Superintendent  Should  Plan  for  An  An- 
nual Vacation  Bible  School 

As  has  been  suggested  before  in  this  text,  this  fine  oppor- 
tunity for  additional  Bible  teaching  and  Christian  development 
is  definitely  related  to  the  work  of  the  Sunday  school.  In  fact, 
the  Vacation  Bible  school  is  an  extension  of  the  work  of  the 
Sunday  school.  The  Beginner,  Primary,  Junior,  and  Inter- 
mediate age  groups  are  gathered  on  week  days  for  from  five 
to  twenty  days  soon  after  the  close  of  the  public  schools.  Gen- 
erally the  schedule  runs  three  hours  a  day  for  five  days  a 
week.  As  far  as  possible,  the  officers  and  teachers  of  these 
departments  in  the  Sunday  school  should  work  in  the  same 
departments  of  the  Vacation  school. 

It  is  a  great  Sunday  school  opportunity.  The  superintendent 
should  consult  with  the  pastor  and  these  two,  with  the  depart- 
ment superintendents  involved,  should  study  the  Vacation 
school  possibilities  and  make  plans  to  have  one  every  year. 
The  church  should  vote  to  make  the  Vacation  Bible  school  a 
division  of  the  Sunday  school,  then  the  superintendent  should 
see  to  it  each  year  that  a  principal  is  selected,  a  time  for  the 
school  decided,  and  plans  made.  The  Vacation  Bible  School 
Guide  should  be  secured  and  carefully  studied.  Credit  for 
this  book  is  offered  in  Section  Seven  of  the  Training  Course  for 
Sunday  School  Workers.  Free  literature  may  be  secured  from 
any  State  Sunday  School  Secretary  or  the  Vacation  Bible 
School  Department  of  the  Baptist  Sunday  School  Board. 

The  superintendent  should  lend  such  assistance  as  he  may, 
lead  the  Sunday  school  in  whole-hearted  support  of  the  Vaca- 
tion school  and  its  faculty,  and  see  to  it  that  the  Sunday  school 
profits  in  every  way  possible  from  the  work  of  the  Vacation 




The  duties  of  the  superintendent  on  Sunday  morning  in 
a  Sunday  school  which  meets  in  a  one-room  building  with  the 
superintendent  in  charge  of  the  program  are  entirely  different 
from  the  duties  of  the  superintendent  of  a  Sunday  school  in 
which  all  the  departments  meet  separately,  each  having  its  own 
progrcun  conducted  by  a  department  superintendent.  However, 
no  matter  what  the  type  of  the  Sunday  school,  the  superin- 
tendent's duties  will  be  such  as  to  occupy  every  moment  of 
his  time,  from  the  moment  he  reaches  the  building,  which 
should  be  thirty  minutes  before  time  for  the  Sunday  school  to 
open,  until  time  for  the  public  worship  at  eleven  o'clock. 

It  is  the  aim  in  this  chapter  to  show,  in  a  practical  way, 
what  should  be  done  and  how  to  do  it.  The  following  outline 
will  help  in  setting  out  the  Sunday  morning  duties  of  the 

I.  Pre-session  Period. 

II.  Period  of  Opening  Worship. 

III.  The  Lesson  Period. 

IV.  The  Re-assembly  Period. 
V.  Period  of  Public  Worship. 

I.  Pre-session  Period 

The  superintendent  should  reach  the  building  at  least  a  half- 
hour  before  time  to  open  the  school,  and  he  will  find  that  he 
can  spend  these  thirty  minutes  of  pre-session  time  to  a  great 
advantage.  He  will  certainly  find  the  right  use  of  these  thirty 
minutes  essential  to  the  highest  success  of  his  work. 

1 .    Wrong  Uses  of  the  Pre-session  Period. 

There  are  many  wrong  ideas  as  to  the  value  and  proper  use 
of  this  particular  period  of  time,  and  before  going  into  a  dis- 
cussion of  what  the  Sunday  school  superintendent  should  do 
at  this  time,  it  will  be  best  to  clear  away  some  misunderstand- 
ings.   In  order  to  do  this,  let  us  see  first  how  this  period  of  time 



should  not  be  employed  and  what  the  superintendent  should 
not  attempt  to  do  or  allow  to  be  done. 

( 1 )  As  a  teachers'  meeting. 

This  is  not  the  time  for  a  teachers'  meeting  and  the  super- 
intendent should  not  undertake  to  hold  one  at  this  time,  nor 
should  he  allow  the  officers  and  teachers  in  the  departments 
to  hold  one;  other  things  of  importance  should  have  the  right- 
of-way  during  this  period.  It  is  too  late  on  Sunday  to  have 
a  teachers'  meeting.  The  teachers'  meeting  should  have  been 
held  at  some  time  earher  in  the  week  when  the  results  of  the 
study  of  the  lesson  could  have  been  utilized  for  better  prepar- 

(2)  As  a  prayer  meeting. 

Certainly  no  one  would  be  guilty  of  saying  that  we  do  not 
need  to  pray  in  the  Sunday  school  a  great  deal  more  than 
we  do.  Most  certainly  we  do.  But  "there  is  a  time  for 
everything,"  and  there  is  a  time  for  prayer,  but  preceding  the 
opening  of  the  school  is  not  the  time ;  at  least,  it  is  not  the  time 
for  the  officers  and  teachers  to  meet  all  together  or  in  depart- 
ment groups  for  a  prayer  meeting.  Other  matters  of  great 
importance  need  the  attention  of  the  superintendent  and  the 
other  officers  and  teachers  at  this  time.  The  preparation  for  the 
session  of  the  school,  which  is  possible  only  through  prayer, 
should  have  had  attention  before  reaching  the  building  Sunday 

(3)  As  a  Sunday  school  social. 

In  many  Sunday  schools  one  is  impressed  with  the  amount 
of  hilarity  and  confusion  that  is  manifest  before  the  Sunday 
school  opens.  Where  so  many  children  and  j'^oung  people 
meet  together,  unless  their  energies  are  wisely  directed,  it 
should  not  be  surprising  if  they  become  noisy  and  carry  their 
fun  and  frolic  beyond  proper  bounds.  If  the  superintendent, 
other  officers  and  teachers  are  late  in  reaching  the  school,  or  if 
they  are  engaged  in  a  teachers'  meeting  or  workers'  conference 
or  prayer  meeting  before  the  school  opens,  they  cannot  give 
the  pupils,  who  arrive  early,  the  attention  which  they  need. 


There  is  perhaps  no  time  when  the  pupils  need  the  care  and 
attention  of  their  teachers  more  than  at  this  time.  Especially  is 
this  true  of  boys  and  girls  and  the  children. 

Let  us  now  turn  from  this  view  of  the  pre-session  of  the 
Sunday  school  cind  see  what  the  pre-session  is  and  what  the 
officers  and  teachers  should  be  doing  at  this  time. 

2.  Right  Uses  of  the  Pre-session  Period. 
( 1 )    A  time  and  opportunity  for  the  superintendent  to  study 
the  school. 

As  has  already  been  remarked,  the  superintendent  should 
be  on  hand  fully  thirty  minutes  before  the  school  opens.  He 
should  go  into  every  department  room,  and  every  classroom 
and  see  that  the  building  is  comfortable,  and  that  everything 
is  in  order  for  the  school  to  open.  To  be  sure,  this  is  a 
matter  which  should  be  attended  to  by  the  department  superin- 
tendents, but  at  the  same  time  it  is  also  the  duty  of  the  general 
superintendent  to  be  familiar  with  the  condition  of  the  building 
and  he  should  not  neglect  it. 

The  superintendent  should  be  on  hand  to  greet  the  early 
comers  and  see  that  all  the  department  officers  are  on  hand 
promptly.  He  will  in  this  way  have  an  opportunity  to  study 
the  situation  and  thus  be  able  to  lead  intelligently  in  the  solu- 
tion of  the  problems  which  arise  in  the  Sunday  school. 

If  the  superintendent  is  habitually  on  hand  thirty  minutes  be- 
fore time  for  the  school  to  open,  he  will  find  that  this  habit  of 
his  will  influence  the  officers  and  teachers  also  to  be  prompt 
in  their  attendance.  The  question  is  often  asked.  How  get 
teachers  to  come  on  time?  The  best  way  is  for  the  general 
superintendent  and  department  superintendents  to  be  thirty 
minutes  ahead  of  time.  Likewise,  if  teachers  are  prompt  in 
their  attendance,  the  majority  of  their  pupils  will  follow  their 

The  superintendent  should  greet  every  general  officer  and 
department  superintendent  personally  and  have  a  word  of  good 
cheer  for  each  one.  Likewise,  he  should  speak  to  as  many 
teachers  and  pupils  as  possible.  This  fine  opportimity  for 
fellowship  and  preparation  for  the  session  will  be  lost  if  the 


superintendent  is  late  in  arriving  or  if  he  is  attending  a  pre- 
session  prayer  meeting  or  teachers'  meeting. 

(2)  A  time  and  opportunity  for  department  superintend- 
ents to  study  their  departments. 

Department  superintendents  should  be  as  prompt  in  reach- 
ing the  building  as  the  general  superintendent.  They  should 
see  that  all  their  officers  and  teachers  are  on  hand  promptly. 
They  should  see  that  the  department  room  and  the  classrooms 
are  in  perfect  condition.  They  should  meet  and  greet  all  their 
teachers  as  they  arrive,  and  become  personally  and  intimately 
acquainted  with  as  many  of  their  pupils  as  possible.  The 
presence  of  the  department  superintendents  before  the  school 
opens  will  tend  to  keep  the  exuberant  spirits  of  the  young 
people  and  children  within  proper  bounds  and  will  greatly 
assist  in  securing  a  proper  setting  for  the  opening  of  the  Sunday 

(3)  A  time  and  opportunity  for  teachers  to  get  acquainted 
rvith  their  pupils. 

It  is  doubtful  if  Sunday  school  teachers  can  employ  any 
period  of  the  Sunday  school  to  better  advantage  than  a  few 
minutes  just  before  the  school  opens.  To  be  sure  teachers  may 
know  the  names  of  their  pupils  and  their  general  characteristics, 
but  here  an  opportunity  is  afforded  them  really  to  get  ac- 
quainted with  them  individually  and  find  out  about  the  deepest 
spiritual  need  of  each  one  as  well  as  his  mental  and  social 
needs.  Terms  of  intimacy  may  be  established  between  teach- 
ers and  pupils  at  this  time  which  are  essential  if  the  proper  class 
spirit  is  to  be  maintained. 

(4)  A  time  and  opportunity  to  have  a  good  time. 

This  is  not  a  contradiction  of  what  has  already  been  said  on 
the  negative  side  of  this  matter.  Children  getting  to  day  school 
early  may  use  the  time  for  hilarious  games  and  fun  until  they 
are  called  to  line  up  and  march  into  the  building.  But  that 
is  not  the  only  kind  of  a  good  time.  Pupils  who  come  early 
may  meet  and  greet  their  friends  and  have  a  good  time 
socially.     They  may  also  greet  strangers  and  make  them  feel 


at  home.  Members  of  classes  in  the  Young  People's  and  Adult 
departments  will  find  an  opportunity  at  this  time  to  do  some  real 
class  work. 

II.  Period  of  opening  worship 

This  period  should  ordinarily  consume  about  twenty  min- 
utes before  the  lesson.  Of  course,  where  the  school  is  fully 
departmentized,  all  of  the  departments  will  not  follow  the 
same  schedule.  Nevertheless,  the  discussion  given  here  offers 
needed  admonition  for  this  is  a  much  abused  period  of  time  in 
countless  numbers  of  Sunday  schools.  Countless  thousands  of 
pupils  and  teachers  have  suffered  untold  agonies  Sunday  after 
Sunday  because  the  superintendent  did  not  know  what  to  do 
with  these  golden  minutes.  With  the  view  of  correcting  some 
mistakes  concerning  this  period  let  us  look  at  some  things  to 
be  avoided  before  we  discuss  what  really  should  be  done  at  this 

1.   Things  to  Be  Avoided. 

( 1 )  A  perfunctory  **order  of  exercise.** 

There  is  perhaps  no  better  way  to  make  the  Sunday  school 
unattractive  and  lifeless  than  to  follow  the  same  "order  of 
exercise"  Sunday  after  Sunday.  This  sort  of  an  exercise 
usually  resolves  itself  into  a  perfunctory  performance  and  is 
neither  attractive  nor  interesting  to  anybody. 

(2)  Mere  **time  killing.** 

This  is  not  the  place  for  the  superintendent  to  consume 
fifteen  or  twenty  minutes  in  an  aimless  sort  of  way,  looking 
up  songs  and  shouting  for  order.  Nor  should  he  allow  the 
time  before  the  lesson  to  be  consumed  by  a  jazz  orchestra, 
sawdng  off  one  piece  after  another  for  thirty  or  forty  minutes 
because  he  does  not  know  what  to  do.  How  often  has  one 
heard  the  remark  by  the  superintendent,  "Let  us  sing  two 
verses  of  another  song,  the  people  are  a  little  late  in  coming 
this  morning.** 

(3)  Speech-making. 

In  many  Sunday  schools  the  superintendent  seems  to  think 
that  he  should  preview  the  lesson  or  expound  the  Scriptures 


before  the  lesson  period  or  call  upon  some  other  brother  to 
do  so.  This  twenty  minutes  of  precious  time  before  the 
lesson  period  is  not  intended  for  this  sort  of  thing,  and  wise 
superintendents  will  not  do  it  themselves  or  allow  others  to 

2.    Things  to  Be  Done. 

( I  )   A  time  for  worship. 

The  element  of  worship  needs  to  be  emphasized  more  and 
more  in  our  Sunday  schools,  in  every  department  and  class. 
A  spirit  of  worship  should  characterize  every  session  of  the 
Sunday  school.  When  this  feature  is  ehminated  from  the 
program,  one  of  the  most  attractive  and  helpful  features  is 
gone.  This  is  the  feature  that  really  gives  warmth,  vitality,  and 
charm  to  a  Sunday  school  session  and  power  to  a  Sunday 
school  lesson.  The  officers,  teachers,  and  pupils — all  need  to 
worship.  The  superintendent's  program  should  be  planned  with 
this  feature  uppermost.  Likewise,  every  department  and  class, 
which  meets  separately  on  Sunday  morning,  should  have  a  real 
service  of  devotion  preceding  the  lesson. 

(2)   A  time  for  fellowship. 

Fellowship  in  worship,  fellowship  in  service,  singing  to- 
gether, praying  together,  reading  the  Scriptures  together — 
all  tend  towards  creating  and  maintaining  a  spirit  of  delightful 
fellowship  in  the  school. 

{3)   A  time  of  preparation  for  the  lesson  period. 

This  period  should  be  used  to  create  a  proper  setting  for 
the  teaching  of  the  lesson.  Every  song  and  prayer  should 
direct  the  thoughts  of  the  school  towards  the  lesson  of  the  day. 
The  twenty  minutes  of  opening  worship  should  prepare  the 
heart  and  mind  of  the  pupils  for  the  message  of  the  teacher; 
and,  likevsnise,  it  should  prepare  the  teachers  in  heart  and  mind 
for  teaching  the  lesson.  The  program  of  the  superintendent 
should  be  so  plaimed  and  so  conducted  as  to  have  just  this 

The  superintendent  should  be  on  the  platform  and  see  thai 
the  school  opens  promptly.     He  should  have  on  his  desk  a 


written  program  by  which  to  conduct  the  session  of  the  school 
that  morning.  He  should  be  so  familiar  with  his  program  that 
he  can  go  from  one  point  to  another  without  a  break.  Of 
course,  he  should  not  do  everything  himself,  he  should  use 
the  other  officers,  the  teachers,  and  the  pupils  on  the  program, 
but  he  should  always  have  his  hand  on  the  situation  and  not 
allow  a  dull  moment  to  mar  the  attractiveness  of  the  program. 
Every  thing  done  should  better  prepare  the  school  for  the 
teaching  of  the  lesson  which  is  to  follow. 

III.  The  lesson  period 

This  is  the  most  important  period  of  the  entire  Sunday 
school  session.  Everything  done  by  officers  and  teachers  both 
during  the  week  and  on  Sunday  morning  should  be  done  with 
a  view  to  getting  the  best  results  out  of  this  period.  Not  less 
than  thirty-five  or  forty  minutes  should  be  devoted  to  it  and  it 
should  not  be  infringed  upon  for  any  cause  whatever.  The 
quality  of  work  done  by  the  teachers  during  this  time  will 
determine  more  than  anything  else  the  character  of  the  Sunday 
school.  The  entire  Sunday  school  organization  exists  pri- 
marily for  making  this  period  effective. 

Two  things  should  be  done  during  this  period:  secure  re- 
ports and  teach  the  lesson. 

1.  Reports. 

Immediately  at  the  close  of  the  period  of  worship  the  classes 
should  go  to  their  places  in  the  building.  The  first  five  minutes 
should  be  given  to  securing  reports.  If  the  Sunday  school  uses 
the  Six  Point  Record  System,  no  five  minutes  of  the  lesson 
period  can  be  used  more  advantageously  by  the  teacher  than 
in  securing  an  accurate  report  from  each  pupil  on  the  Six  Points 
involved.  The  fact  that  time  is  required  to  secure  these  re- 
ports only  emphasizes  their  value.  Every  teacher  should 
thoroughly  master  the  system  of  records  used  in  the  Sunday 
school  and  count  it  as  much  a  part  of  his  work  to  secure 
accurate  reports  as  to  teach  the  lesson.  The  general  super- 
intendents and  department  superintendents  should  see  to  it  that 
sufficient  time  is  given  for  securing  reports  that  mean  something. 
Simply  marking  a  pupil  present  and  getting  an  offering  from  him 


is  at  best  a  poor  subterfuge  and  certainly  gives  little  evidence  of 
the  Sunday  school  being  a  real  school. 

Reports  should  be  promptly  gathered  and  turned  over  to  the 
secretaries,  who  should  withdraw  and  finish  making  up  the 
records  without  interfering  with  the  teaching  of  the  lesson. 
Plans  should  be  made  for  taking  the  report  at  the  door  of  those 
who  come  late.  Pupils  who  come  after  the  secretaries  have 
finished  making  up  the  records  for  the  day  should  be  counted 
in  the  total  aggregate  for  the  day  as  late  pupils  or  visitors. 

2.  The  Lesson. 

The  next  thirty  or  thirty-five  minutes  should  be  given  to 
the  teaching  of  the  lesson.  Superintendents  should  see  to  it 
that  teachers  are  not  interrupted  during  this  time.  Late  pupils 
should  be  admitted  quietly  and  seated  at  the  rear  of  the  class 
with  the  least  confusion  possible.  Under  no  circumstances 
should  secretaries  and  others  be  allowed  to  come  into  the  class 
after  the  teacher  has  begun  the  teaching  of  the  lesson.  There 
will  be  no  trouble  at  this  point  if  the  proper  dihgence  is  exer- 
cised on  the  part  of  officers  and  teachers.  This  is  the  teacher's 
time  and  opportunity  to  do  the  thing  the  Sunday  school  stands 
for — the  teaching  of  God*s  Word.  If  he  fails,  isn't  the  Sun- 
day school  largely  a  failure? 

3.  The  Superintendents  Duties  During  the  Lesson  Period. 
The  superintendent  should  remain  at  his  desk  for  a  few 

minutes  in  order  that  he  may  be  easily  accessible  to  the  officers 
and  others  who  desire  to  confer  with  him  about  matters  per- 
taining to  their  duties.  The  pastor  may  wish  to  see  him  about 
the  services  which  are  to  follow.  The  department  superintend- 
ents may  need  his  advice,  or  perhaps  the  secretary.  He  should 
be  within  easy  reach  for  the  first  five  minutes  of  the  lesson 
period  anyway. 

The  superintendent  should  try  to  meet  the  visitors.  He 
should  by  all  means  see  that  teachers  are  not  interrupted  during 
this  period.  He  may  go  quietly  into  the  different  departments 
from  time  to  time  without  interrupting  the  teachers,  or  inter- 
fering with  the  department  programs.    The  duties  of  the  super- 


intendent  during  the  lesson  period  are  more  particularly  set 
out  in  the  programs  which  are  suggested  in  the  next  chapter. 

IV.  The  re-assembly  period 

The  superintendent  should  see  that  the  Lesson  Period  closes 
promptly  and  that  all  classes  go  immediately  to  the  assembly 
room.  Failure  on  the  part  of  any  department  or  class  to 
observe  the  signal  to  dismiss  promptly  will  always  produce 
disorder  and  confusion  and  delay  the  program  of  the  entire 
school.     The  superintendent  should  see  that  this  is  avoided. 

The  superintendent  should  be  on  the  platform  as  the  school 
reassembles  to  the  accompaniment  of  appropriate  music  by  the 
orchestra  or  the  piano.  Perfect  quiet  should  be  secured  be- 
fore announcing  the  song  or  prayer.  Order  may  be  secured  by 
having  the  school  stand  before  announcing  the  song.  Then 
should  follow  a  delightful  and  interesting  service  of  devotion. 
Also  the  secretary's  report  may  be  placed  before  the  school 
on  a  blackboard.  Strangers,  visitors,  and  new  pupils  should 
be  suitably  introduced  and  cordially  welcomed  by  the  super- 
intendent. Banner  classes  and  1 00  per  cent  pupils  should  be 
appropriately  recognized,  matters  of  interest  to  the  entire 
school  should  be  briefly  and  attractively  announced.  The 
entire  school  above  the  Primary  department  may  sit  together 
in  departments  and  classes  for  the  preaching  service. 

What  the  superintendent's  program  should  consist  of  at  the 
re-assembly  period  is  brought  out  more  in  detail  in  the  specimen 
program  in  the  next  chapter. 

V.  Period  of  public  worship 

What  has  the  superintendent  to  do  with  the  preaching  serv- 
ice? What  relation  does  the  Sunday  school  sustain  to  this 
service?  Is  it  among  the  duties  of  the  superintendent  to  co- 
operate with  the  pastor  in  holding  the  Sunday  school  to  the 
service  of  public  worship?  Most  assuredly  the  entire  Sunday 
school — every  officer,  teacher,  and  pupil — needs  the  preaching 
service.  On  the  other  hand,  the  preaching  service  needs  the 
Sunday  school  and  the  superintendent  should  and  can,  with 


the  pastor *s   co-operation,   hold   the   Sunday  school   for   this 

How  may  this  be  done? 

1 .  The  pastor  should  desire  it  and  make  the  service  appeal 
to  the  interest  of  the  entire  Simday  school. 

2.  The  superintendent  should  secure  the  co-operation  of  all 
the  officers  and  teachers  to  attend  and  use  their  influence  to  get 
their  pupils  to  do  so. 

3.  The  superintendent  should  lead  the  school  to  recognize 
the  preaching  service  as  a  part  of  the  regular  Sunday  morning 

4.  The  Six  Point  Record  System  should  be  used  in  the 
school;  this  specially  emphasizes  the  preaching  service  as  a 
feature  of  the  Sunday  school's  activities. 

5.  The  Sunday  school  should  not  be  dismissed  at  all  on 
Sunday  morning,  but  the  tv^o  services — the  Sunday  school  and 
the  preaching  service — should  be  merged  without  formal  an- 
nouncement. This  is  being  done  successfully  in  many 
churches,  both  large  and  small,  to  the  mutual  helpfulness  of 
both  services,  the  salvation  of  lost  pupils  and  the  edification  of 
the  saved. 




In  this  chapter  two  programs  are  submitted  for  the  guidance 
of  superintendents  on  Sunday  morning.  The  first  is  a  practical 
schedule  of  work  for  Sunday  schools  which  meet  in  one-room 
buildings  and  in  schools  in  which  provision  is  made  for  the 
lower  grades  to  meet  separately  and  the  higher  grades  to  meet 
together  with  the  general  superintendent  in  charge  of  the  pro- 

The  wise  superintendent  will  always  invoke  the  aid  and  seek 
the  co-operation  of  all  the  teachers  that  all  the  pupils,  as  well 
as  the  officers  and  teachers,  may  be  used  to  the  best  advantage 
on  the  programs  and  that  the  programs  may  be  made  most 
attractive.    The  children  must  not  be  neglected. 

This  schedule  is  also  practical  for  Young  People's  and  Adult 
departments  and  may  be  easily  adapted  for  use  in  Intermediate 
departments  where  the  Uniform  Lessons  are  used.  A  pro- 
gram for  each  Sunday  similar  to  the  one  given  here  is  to  be 
found  in  the  monthly  magazine.  The  Sunday  School  Builder. 


Subject:  Nehemiah  the  Builder 
9:00     Pre-session  Period — 30  minutes. 

The  superintendent  should   meet  and  greet  all   officers,   teachers, 

and  pupils. 
He  should   see   that  the  building  is   clean,   well   ventilated   and 

He  should  see  that  all  officers  and  teachers  are  present,  and  if  any 
are  absent  that  substitutes  are  supplied. 



He  should  see  thai  everything  is  in  order  for  the  school  to 
open   promptly. 

He  should  have  a  v^rritten  program  before  him  and  run  the 
school  according  to  the  program. 

The  8up>erintendent  should  be  in  personal  charge  of  the  plat- 
form work  of  the  Sunday  school.  In  the  event  that  he  desires 
to  turn  the  opening  or  closing  v^orship  over  to  his  associate 
or  to  a  particular  department  or  class  at  any  time,  he  should 
know  that  the  program  has  been  previously  arranged  and  that 
it  is  not  of  such  length  to  intrude  upon  the  time  of  the  period 
which  is  to  follow.  He  should  be  on  the  platform  or  near-by 
with  his  hand  on   the  helm. 

9:30     Opening  IVonhip — 20  minutes. 

Song — "Bringing  in  the  Sheaves.'' 

Prayer — By  one  of  the  teachers. 

Song — "Stepping  in  the  Light." 

Introduction — By  two  Young  People's  class  pupils. 

First  Pupil — Nehemiah  in  Shushan. 

The  winter  palace  and  capital  of  the  Persian  monarchs  was 
Shushan,  a  city  250  miles  east  of  Babylon.  The  royal  palace 
was  famed  for  its  grandeur  and  magnificence.  In  this  palace, 
serving  as  cup-bearer  to  the  king,  was  a  Jewish  exile,  Nehemiah. 
To  hold  such  a  p>ost  Implied  the  enjoyment  of  the  king's  special 
confidence.  Learning  of  the  desolate  condition  of  the  returned 
colony  in  Judea,  he  was  filled  with  such  sadness  that  it  was 
manifest  in  his  countenance.  The  king,  learning  the  source  of 
Nehemiah's  grief,  made  arrangement  to  permit  him  to  go  to 
Jerusalem  at  once,  the  king  furnishing  a  strong  escort  and  supply- 
ing him  with  all  the  necessary  passports.  The  honest  ruggedness 
of  Nehemiah's  character  is  strongly  emphasized  through  the  fact 
that,  although  living  in  the  midst  of  luxury  and  commanding  a 
princely  salary,  yet  he  never  lost  his  burden  for  Jerusalem. 
Second  Pupil — Nehemiah   in   Jerusalem. 

Upon  his  arrival  in  Jerusalem,  the  genius  of  Nehemiah  for 
organized  leadership  became  apparent  at  once.  Within  three 
days  he  had  made  a  personal  investigation  and  inspection  of  the 
walls  of  the  city  emd  called  the  p>eople  together  for  a  conference. 
The  work  of  rebuilding  was  begun  at  once,  and  proceeded  with 
such  dispatch  that  in  a  wonderfully  short  time  the  walls  began 
to  emerge  from  the  heaps  of  rubbish  and  to  take  on  the  appear- 
ance of  former  days.  The  tact,  courage,  and  wisdom  of  Nehe- 
miah were  severely  taxed  through  the  opposition  of  the  heathen 
population  when  they  realized  what  was  being  done,  but  his 
qualities  of  leadership  never  failed  him,  and  the  seemingly  im- 
possible was  accomplished. — Criffilh. 
Song — "As  a  Volunteer." 


Scripture  Lesson — To  be  read  by  three  classes. 

1.  Nehemiah's  Workers  (Neh.  4:  6). 

2.  Nehemiah's  Enemies   (Neh.  4:   7-12). 

3.  Nehemiah's  Defense  (NeJi.  4:  13-18). 

9:50     Lesson  Period — 35  minutes. 

1.  Teachers  should  use  the  first  five  minutes  in  making  up  re- 
ports and  attending  to  various  class  interests,  and  should  devote  the 
last  thirty  minutes  to  the  lesson. 

2.  The  superintendent  should  guard  the  teachers  from  inter- 
ruptions and  see  that  they  are  accorded  full  thirty  minutes  for 
teaching  the  lesson  and  that  the  time  is  not  taken  up  writh  other 
matters.  He  should  call  the  school  together  promptly  for  the 
closing  program. 

10:25     Closing  IVorship — 20  minutes. 

Song — "Zeal,  Our  Watchword." 

Prater — By  one  of  the  teachers. 

Secretary's  Report  on  Blaclfhoard — Let  the  superintendent  use 
two  minutes  calling  attention  to  the  good  things  in  the  report. 
Let  him  recognize  new  pupils,  visitors.  Banner  Classes,  100 
per  cent  pupils,  and  let  him  make  inquiry  about  sick  members 
of  the  school,  and  if  there  are  such  have  a  special  prayer  for 

"The  Compelling  Power  of  a  Great  Objective" — By  a  young 

Nehemiah  was  a  man  who  "did  things."  His  unfaltering  faith 
in  God  and  persistent  prayer  for  divine  help,  back  of  his  equally 
persistent  activity  and  unfaltering  zeal  brought  to  a  successful 
ending  cin  enterprise  whose  difficulties  would  have  staggered 
smaller  men.  One  of  Nehemiah's  great  assets  for  his  work 
was  his  belief  in  the  greatness  of  his  object.  Four  times  San- 
ballat  requested  him  to  meet  him  for  a  conference  on  the  Plain 
of  Ono.  This  would  have  taken  Nehemiah  away  from  Jerusa- 
lem for  four  days,  and  thus  delay  the  work,  so  he  gave  his 
famous  answer:  "I  am  doing  a  great  work,  so  that  I  cannot 
come  down."  The  greatness,  the  impelling,  overwhelming  im- 
porlcmce  of  his  work,  the  priority  of  its  demands  over  all  things 
else,  filled  his  mind  and  heart.  There  is  nothing  like  absorption 
in  a  noble  task  to  save  one  from  the  assaults  of  evil.  Four 
times  Sanballat  sent  this  invitation,  but  the  fifth  time  he  gave 
a  new  pretext  for  a  conference,  the  report  that  Nehemiah  was 
building  the  walls  with  the  intention  of  rebelling  against  Persia. 
Though  Sanballat  declared  that  he  would  report  this  slander  to 
the  king,  Nehemiah  did  not  deign  to  discuss  it  with  him  but 
merely  kept  on  working,  which  is  the  best  way  to  answer  all 


Sentence  Sermons — By  a  group  of  Intermediate  pupils. 

1.  They  who  tread  the  path  of  labor,  follow  where  Christ's 
feet  have  trod;  they  who  work  without  complaining,  do  the  holy 
will  of  God. 

2.  All  true  work  is  sacred;  in  all  true  work,  were  it  but  hand- 
labor,  there  is  something  of  divineness.  Labor,  wide  ai  the  earth, 
has  its  summit  in  heaven. — Thomas  Carl})le. 

3.  "Hewing    wood    and    drawing    water,    splitting    stones    and 

cleaving  sod. 
All  the  dusty  ranks  of  labor,  in  the  regiment  of  God, 
March  together  towards  his  triumph,  do  the  task  his  hands 

prepare ; 
Honest   toil   is   holy   service;    faithful  work  is   praise  and 


4.  He  who  has  failed  to  do  the  work  that  lies  nearest  his  hand 
is  not  likely  to  succeed  at  anything  else.  It  is  not  for  you  to 
say  whether  or  not  anything  is  worthy  when  it  has  once  been 
given  you  to  do.  You  have  only  to  do  it  and  make  it  worthy  of 
the  doing. — Reed. 

5.  This  is  the  Gospel  of  Labor — ring  it,  ye  bells  of  the  kirk; 
The  Lord  of  love  came  down  from  above,  to  live  with  the 

men  who  work. 
This  is  the,  rose  that  he  planted,  here  in  the  thorn-cursed 

soil — 
Heaven  is  blessed  with  perfect  rest,  but  the  blessing  of  earth 

is  toil. 

— Henry  Van  Dp^e. 

6.  No  man  is  born  into  the  world  whose  work  is  not  born 
with  him;  there  is  always  work  and  tools  to  work  withal,  for 
those  who  will,  and  blessed  are  the  horny  hands  of  toill — Lowell. 

7.  How  do  you  tackle  your  work  each  day?     Are  you  scared 

of  the  job  you  find? 
Do  you  grapple  the  task  that  comes  yoxxr  way  with  a  confi- 
dent, easy  mind? 
Do  you  stand  right  up  to  the  work  ahead,  or  fearfully  pause 

to  view  it? 
Do  you   start   to   toil   with   a   sense   of   dread,   or   feel  that 
you're  going  to  DO  it? 

'    — Guest. 
"Back  'o  f^^  Bench*^ — By  one  of  the  teachers. 

After  the  first  dawn  of  spiritual  activity  had  touched  Jesus, 
holding  and  captivating  the  learned  men  at  the  temple,  he  toent 
hacff.  Back  to  what?  Back  to  the  peasants,  back  to  the  labor 
and  the  poverty,  back  to  the  bench  for  eighteen  years  I     Let  the 


world  and  the  church  never  forget  that  the  Lord  worked  with 
his  hands  for  eighteen  years,  in  a  little  village,  and  that  no  task 
was  too  humble  for  him  to  do.  Back  to  what?  To  Nazareth, 
only  a  despised  village,  but  to  him  a  point  of  perspective  to  the 
Universe,  the  training  ground  of  a  gospel  that  would  change 
the  world.  Back  to  take  the  responsibilities  of  the  home  when 
Joseph  died,  to  care  tenderly  for  the  loving  mother,  a  care  thai 
only  ended  with  the  Cross.  O,  wondrous  Workman,  beautiful 
Son,  teach  us  to  go  back,  not  to  retreat,  but  in  consecration,  to 
the  bench,  the  table,  the  counter,  the  desk,  and  be  it  ever  so 
humble — be  it  only  a  Nazareth — we  look  upon  those  dear  hands 
nailed  to  a  cross;  help  us  to  remember  that  they  were  once  cal- 
loused and  hardened  by  common   toil. — A.  E.  C. 

Song — "Work   for  the   Night  is  Coming." 
"The  Builders*' — By   four  Junior  girls. 

1.  God  is  a  Builder  (Isaiah  28:    16). 

2.  Christ  is  a  Builder  (Matt.  16:   18). 

.     3.  The  Holy  Spirit  is  a  Builder   (Eph.  2:  22). 
4.  Christians  are   Builders    (1    Cor.   3:    11-15). 

Response — By  an   Intermediate  boy. 

Building  Implies  a  plan  or  definite  program  and  succws  de- 
pends upon  co-operation.  Paul  claimed  to  be  a  wise  master- 
builder.  A  study  of  his  methods,  as  well  as  those  of  Nehe- 
miah,  would  insure  greater  success  for  many  who  are  trying  to 
do  the  Lord's  work.  Among  the  enemies  of  Christ's  Kingdom 
there  is  often  more  unity  of  purpose  and  effort  than  among 
Christians.  This  fact  accounts  for  the  reason  why  so  many  re- 
forms are  slow  of  accomplishment  and  the  opposition  to  re- 
forms so  successful.  Leaders  in  church  work  should  be  good 
organizers,   for  in  unity  is  strength. — Arnold's  Commentary. 

"lVor1[  and  Religion' — By  an  Intermediate  girl. 

Henry  Drummond  reminds  us  that  three-fourths  of  life  i» 
probably  spent  in  work.  Of  course  that  means  that  our  work 
should  be  as  religious  as  our  worship  and  that  unless  we  make 
our  work  religious,  three-fourths  of  life  remains  unsanctified. 
When  Christ  came  into  the  world,  he  came  to  men  at  their  work. 
He  appeared  to  the  shepherds,  the  working  classes  of  those 
days.  Now,  why  did  God  arrange  it  so  that  many  hours  of 
every  day  should  be  occupied  with  work?  Because  work  makes 
men.  Hence,  true  religion  consists  in  being  true  to  our  work  and 
in  letting  Christ  be  shown  to  our  companions  and  fellow-workerr 
by  the  integrity  and  thoroughness  of  our  daily  toil. 

Prayer — By  the  pastor. 


Outline    for    Blackboard — 





Let  the  superintendent,  or  some  one  appointed,  use  two  min- 
utes on  the  blackboard  outline  before  the  prayer  by  the  pastor. 

Should  the  superintendent  see  that  the  program  is  going  over 
the  allotted  time  he  should  wisely  eliminate  some  features. 


TTie  following  schedule  suggests  the  duties  of  the  superin- 
tendent of  a  school  in  which  all  departments  meet  in  their  own 
separate  rooms,  each  department  being  in  charge  of  a  depart- 
ment superintendent. 

1.  The  superintendent  should  reach  the  building  full  thirty  minutes 
before  time   for  the  school   to  open. 

2.  He  should  cordially  greet  all  the  general  officers,  the  department 
superintendents,  and  as  many  teachers  and  pupils  as  his  duties  will  per- 

3.  He  should  make  sure  that  the  building — every  department  room 
and  classroom — is  in  perfect  condition,  well  ventilated  and  comfortable. 

4.  He  should  see  that  tfie  general  secretary  is  at  his  desk  promptly, 
ready  to  provide  the  department  secretaries  with  the  material,  litera- 
ture, etc.,  they  may  need. 

5.  He  should  keep  in  close  touch  with  the  department  superintend- 
ents and  in  the  case  of  absent  teachers,  be  ready  to  assist  in  providing 
supply  teachers  if  necessary. 

6.  He  sihould  be  certain  that  everything  is  in  readiness  and  that 
each  department  opens  promptly  at  9:30. 

7.  The  superintendent  should  hand  to  each  department  superintend- 
ent, before  the  school  opens,  a  typewritten  list  of  announcements  for  the 
coming  week. 


(The  following  announcements  were  made  in  one  Sunday  school; 
each  department  superintendent  waw  furnished  a  typewritten  copy  upon 
reaching  the  school  Sunday  morning.) 


"To-day  is  Classification  Day. 

Every  officer,  teacher,  and  pupil  will  classify  promptly  on 
the  Classification  slip. 

Next  Sunday  the  entire  Sunday  school  will  be  graded  on 
the  Six  Point  Record  System.  Let  all  department  officers  and 
teachers  explain  this  system  to  their  departments  and  classes 
today.  Urge  all  pupils  to  be  prepared  to  remain  to  the  preach- 
ing service  next  Sunday. 

Remember  the  Sunday  school  meets  at  9:30.  Those  who 
come  after  that  rime  will  be  marked  late.  Let  every  one  bring 
a  Bible  from  home.  Bibles  lying  around  in  the  building  will 
not  meet  that  requirement. 

Hereafter  an  individual  report  will  be  rendered  to  every 
member  of  the  Sunday  school  on  the  first  of  each  month, 
showing  his  standing  according  to  the  Six  Point  Record  Sys- 
tem. Let  everybody  come  prepared  to  qualify  on  the  Six 
Point  Record  System  next  Sunday. 

Teachers'  meeting  Wednesday  evening  at  6:15.  Lunch 
served  free  to  all  workers.  Matters  of  vital  interest  to  the 
Sunday  school  will  be  considered.  Teachers'  Meeting  Pro- 
gram for  Wednesday  evening: 

6:15    Lunch. 

6:45  Department  Conferences,  led  by  department  superin- 

7:40     General   Conferences,   led   by  the   superintendent. 

8:00    Regular  Prayer  Meeting,  led  by  the  pastor." 

8.  The  superintendent  should  visit  each  department  at  intervals.  He 
should  be  in  attendance  when  the  department  opens  and  remain  until  the 
lesson  period  begins,  in  order  that  he  may  not  interrupt  the  services  by 
leaving  during  the  opening  worship. 

9.  He  should  also  visit  the  departments  at  intervals  during  the  lesson 
period.  At  all  times  this  must  be  done  without  interrupting  any  of  iJie 
teachers  or  causing  confusion  in  any  way. 

10.  The  superintendent  should  be  in  the  diferent  department  rooms 
at  intervals  when  they  re-assemble  after  the  lesson  period.  Let  him  note 
the  promptness,  or  lack  of  it,  on  the  part  of  teachers  in  dismissing  their 

1 1 .  The  superintendent  should  carry  a  notebook  and  jot  down  the 
strong  points  as  well  as  the  weak  points  in  the  conduct  of  the  different 
departments.      In    this  way   he  can   gather  material    for  tihe  conferenc« 


periods  of  the  weekly  teachers'  meeting,  likewise,  the  monthly  workers* 
conferences.  This  first-hand  information  will  enable  him  to  intelligently 
render  help  to  the  department  superintendents  and  teachers. 

12.  The  superintendent  should  observe  and  note  the  sources  of  dis- 
order as  he  goes  to  and  fro  in  the  Simday  school  and  co-operate  with  die 
heads  of  the  departments  in  eliminating  these. 

13.  The  superintendent  should  see  that  the  Lesson  Period  closes 
promptly  in  all  departments,  and  that  the  departments  re-assemble  with- 
out delay  for  their  closing  worship  and  reports.  In  the  event  the  Sunday 
school  and  the  morning  preaching  service  are  combined  he  should  see 
that  the  entire  Sunday  school,  above  the  Primary  department,  is  quickly 
seated  in  the  church  auditorium  by   10:45. 

14.  The  superintendent's  part  in  this  combination  service  would  be 
to  lead  the  Sunday  school  in  a  ten-minute  service  of  true  devotion  of  song, 
prayer,  and  special  music,  after  which  the  report  for  the  morning  should 
be  made,  new  pupils  and  visitors  should  be  introduced.  Banner  Classes 
and  100  per  cent  pupils  should  stand  and  be  recognized.  Then  the 
pastor  should  take  charge  without  a  break  in  the  services. 



One  associate  superintendent  is  sufficient  for  the  majority 
of  Sunday  schools;  however,  some  schools  will  need  two,  and 
still  others  will  perhaps  need  three  or  even  more.  This  officer 
is  sometimes  called  assistant  superintendent,  but  the  name 
associate  is  preferable  as  he  should  properly  not  be  assistant 
to  the  superintendent  at  all  but  should  have  specific  duties 
assigned  to  him,  for  the  doing  of  which  he  should  be  held 
responsible.  Whether  a  Sunday  school  has  one  or  more  asso- 
ciate superintendents,  each  should  understand  what  his  particu- 
lar duties  are  and  faithfully  discharge  them.  There  can  be 
no  rule  governing  the  number  of  associate  superintendents  a 
Sunday  school  should  have,  nor  can  their  duties  be  absolutely 

I.  Conditions  regulating  the  number  of  associate 


A  number  of  things  would  play  a  part  in  determining  this: 
first,  the  size  of  the  school;  second,  the  plan  and  arrange- 
ment of  the  building  in  which  the  school  meets;  third,  the 
amount  of  time  during  the  week  the  superintendent  can  de- 
vote to  the  school;  fourth,  suitable,  available  material  from 
which  to  secure  these  officers.  Let  us  take  these  points  up  and 
discuss  them  in  order. 

1 .  The  Size  of  the  School. 

Every  Sunday  school  should  have  at  least  one  associate 
superintendent  whose  fixed  duties  would  be  to  take  the  place  of 
the  superintendent  and  direct  the  Sunday  school  in  the  ab- 
sence of  the  superintendent,  both  during  the  week  and  on 
Sunday.  In  small  schools  he  would  also  attend  to  the  work 
of  classifying  new  pupils  and  keeping  the  school  graded. 



As  a  general  thing  one  associate  superintendent  would  be 
sufficient  for  a  large  majority  of  small  Sunday  schools;  where- 
as many  large  schools  would  have  need  for  three,  and  some 
schools  could  use  even  more,  according  to  prevailing  conditions. 

2.  The  Arrangement  of  the  Building. 

In  many  schools  the  arrangement  of  the  building,  or  build- 
ings, would  necessitate  having  more  than  one  associate  superin- 
tendent. If  the  school  should  occupy  more  than  one  building 
or  if  the  building  should  have  more  than  one  main  entrance, 
there  would  be  need  for  an  associate  superintendent  to  have 
charge  of  each  building,  or  each  main  entrsmce,  to  meet  and 
greet  new  pupils  and  visitors  and  see  that  they  receive  a  warm 
welcome,  that  they  are  conducted  to  the  department  or  class 
which  they  should  properly  join,  and  that  they  are  correctly 

The  old  adage  that  "first  impressions  are  lasting'*  is  special- 
ly true  concerning  the  Sunday  school,  and  the  treatment  new 
pupils  receive  the  day  they  join  will  go  far  in  determining  their 
future  attitude  towards  the  school.  This  is  a  matter  of  too 
much  importemce  and  too  far-reaching  in  its  results  to  be 
designated  to  ushers. 

3.  The  Amount  of  Time  the  Superintendent  May  Devote 
to  the  Sunday  School. 

It  is  frequently  the  case  that  the  best  man  for  the  office  of 
superintendent  can  give  only  a  limited  part  of  his  time  to  the 
Sunday  school  on  account  of  business  duties  or  other  obliga- 
tions. It  may  be  that  he  cannot  lead  the  Sunday  school  in  a 
regular  systematic  campaign  for  new  pupils  and  absentees,  or 
possibly  he  cannot  attend  the  regular  weekly  teachers*  meeting, 
or  he  may  not  be  able  or  suited  to  lead  the  school  in  carrying 
out  a  regular  training  program.  In  such  cases  it  is  often  found 
advisable  to  associate  with  the  superintendent  men  and  women 
specifically  fitted  for  these  and  other  important  duties. 

4.  The  Number  of  Suitable,  Available  Workers. 

Many  churches,  both  small  and  large,  have  in  their  mem- 
bership men  and  women  of  outstanding  gifts  and  attainments 
peculiarly  fitting  them  for  extraordinary  duties  in  the  Sunday 


school,  which  should  by  all  means  be  utilized.  One  man,  who 
by  virtue  of  his  knowledge  and  training,  should  be  given  charge 
of  the  training  work  of  the  Sunday  school;  another,  an  expert 
advertiser  in  the  business  world,  should  be  assigned  the  work 
of  advertising  the  Sunday  school.  He  might  be  called  Super- 
intendent of  Publicity.  Another  man  of  influence  in  the 
community  and  in  his  church  could  and  should  serve  in  a 
wonderfully  useful  way  in  securing  and  keeping  the  school 
supplied  with  the  best  equipment;  the  department  officers  and 
teachers  would  find  in  him  a  needed  friend  in  securing  the 
necessary  equipment  for  department  and  classrooms. 

Pastors  and  superintendents  should  be  alert  and  alive  to 
all  such  opportunities  to  add  to  the  force  of  the  Sunday  school 
all  such  men  and  women  of  outstanding  ability  and  qualified' 

In  this  way  all  the  workers  may  be  utilized.  Every  phase 
of  the  work  may  be  looked  after  in  the  best  way  and  an  equi- 
table distribution  of  both  the  work  and  the  workers  will  result. 

It  is  deemed  advisable  in  this  study  to  discuss  the  work 
that  associate  superintendents  may  do  in  the  Sunday  school, 
leaving  it  to  the  good  judgment  of  the  pastor  and  superintendent 
to  select  as  many  of  these  officers  as  they  think  advisable  in 
view  of  the  need  of  each  particular  field,  assigning  each  to  a 
definite  field  of  service  according  to  his  ability. 

II.  Duties  of  the  associate  superintendents 

In  electing  associate  superintendents  for  the  Sunday  school 
only  as  many  should  be  elected  as  are  needed;  and  in  assign^ 
ing  their  duties  extreme  care  should  be  taken  that  conflict  of 
duties  may  not  occur  anywhere.  There  should  be  a  perfect 
understanding  on  the  part  of  the  pastor,  general  superintendent, 
department  superintendents,  and  associate  superintendents  as 
to  the  duties  and  prerogatives  of  each.  There  should  be  no  over- 
lapping of  duties  or  misunderstandings  concerning  the  duties  of 
each.     Frequent  conferences  will  be  necessary  to  avoid  this. 

The  following  suggestions  as  to  the  duties  which  may  be 
assigned  to  associate  superintendents  indicate  something  as 
to  the  possibilities  of  the  usefulness  of  these  officers. 


1 .  First  Associate  Superintendent. 

( 1 )  Take  the  place  of  the  general  superintendent  in  his 

The  superintendent  may  be  away  on  business  or  taking  his 
vacation,  or  he  may  be  sick  and  in  other  ways  unavoidably 
absent.  At  such  times  there  should  be  a  man  who  can  step 
in  and  take  his  place.  This  man  should  be  known  as  First 
Associate  Superintendent.  The  superintendent  needs  just  such 
a  man  for  counsel  and  to  share  with  him  in  the  responsibilities 
of  the  school. 

(2)  Classif}}  new  pupils. 

The  duties  of  classifying  new  pupils  should  be  added  to  the 
duties  of  the  First  Associate  Superintendent  in  small  Sunday 

2.  Second  Associate  Superintendent. 

This  officer  may  be  assigned  definitely  the  task  of  enlarging 
the  Sunday  school  as  his  exclusive  work.  In  some  Sunday 
schools  he  is  known  as  Superintendent  of  Enlargement,  in 
others  as  Superintendent  of  Expansion.  He  will  justify  his 
position  easily  by  keeping  a  list  of  prospective  pupils  in  the 
hands  of  the  department  superintendents  and  the  teachers,  plan- 
ning for  and  encouraging  teachers  to  visit  them  and  write  them 
repeatedly  to  join  the  school.  He  should  be  accorded  a  place 
and  time  on  the  program  at  each  weekly  teachers*  meeting 
and  monthly  workers'  conference  to  call  for  reports  and  check 
off  the  names  of  all  who  have  been  won  to  the  Sunday  school 
by  departments  and  classes.  Likewise,  the  names  of  all  ab- 
sentees should  be  assigned  to  different  members  of  the  classes 
to  visit  each  week  and  this  officer  should  see  that  they  are 
visited.  Telephone  calls  and  letters  and  cards  should  not  be 
allowed  to  satisfy  the  demand  made  for  a  personal  visit. 

3.  Third  Associale  Superintendent. 

( 1  )  Train  the  Workers. 

This  most  important  and  delightful  work  may  be  assigned 
to  one  of  the  associate  superintendents  who  may  be  known  as 


Superintendent  of  Training.  To  be  sure,  he  should  have  the 
full  support  and  co-operation  of  the  pastor,  general  superin- 
tendent, and  department  superintendents.  He  should  also  see 
that  one  or  more  training  schools  of  a  week's  duration  are 
held  each  year  for  the  purpose  of  training  officers  and 
teachers.  Likewise,  he  may  have  one  or  more  classes  to  meet 
Sunday  evening,  an  hour  prior  to  the  preaching  service,  in 
different  rooms,  simultaneously  with  the  Baptist  Training  Union 
for  the  purpose  of  training  for  better  work  in  the  Sunday  school. 
These  classes  would  continue  for  ten  weeks.  This  is  an  ideal 
method  of  doing  training  work;  sufficient  time  is  allowed 
for  pupils  to  study  thoroughly  the  textbooks  besides  the  time 
is  most  propitious  for  a  meeting  for  this  purpose.  Care  should 
always  be  taken  not  to  interfere  with  the  Training  Union. 

(2)  Supply  the  place  of  absent  teachers. 

The  work  of  training  teachers  and  supplying  teachers  should 
go  hand  in  hand.  In  very  large  Sunday  schools  especially,  a 
number  of  teachers  are  needed  every  Sunday  to  take  the  place 
of  absent  teachers.  While  it  is  primarily  the  business  of  each 
department  superintendent  to  have  prepared  teachers  to  supply 
the  places  of  absent  teachers,  at  the  same  time  the  effective 
thing  would  be  to  have  some  one  charged  with  the  task  of  hav- 
ing these  teachers  ready  to  do  real  teaching.  This  may  be 
done  by  having  in  training  the  people  who  have  teaching  gifts 
and  qualifications;  also  by  having  them  attend  the  weekly 
teachers*  meeting. 

(3)  Supply  new  teachers. 

In  growing  Sunday  schools  new  teachers  are  constantly  in 
demand.  A  class  becomes  too  large  for  good  work  and  needs 
to  be  divided,  an  attractive,  trained  teacher  should  be  ready  to 
take  a  part  of  the  class,  teach  it  and  build  it  up.  A  new  class 
needs  to  be  started,  a  teacher  who  has  been  instructed  in  the 
art  of  class  building,  as  well  as  in  the  science  of  teaching, 
should  be  ready  to  be  added  to  the  teaching  force  and  assigned 
the  task  of  building  this  new  class. 


4.  Super  intend  eni  of  Equipment. 

Every  Sunday  school  should  have  a  sufficient  v^orking  equip- 
ment to  enable  all  the  officers  and  teachers  to  do  their  best 
work.  This  phase  of  the  work  presents  a  great  need  in  the 
majority  of  Sunday  schools  and,  at  the  same  time,  it  often 
opens  a  fine  field  of  service  for  some  one. 

Officers,  teachers,  and  classes  should  not  be  expected  or  al- 
lowed, personally,  to  furnish  the  means  to  equip  the  Sunday 
school.  It  is  not  fair  to  them  if  they  are  making  their  con- 
tributions through  the  regular  church  channels,  as  they  should. 
Neither  is  it  best  for  the  work  to  allow  classes  to  build  or 
equip  rooms  and  claim  them  as  their  personal  property,  which 
they  would  naturally  feel  that  they  had  a  right  to  do. 

The  church  should  provide  the  building  and  all  of  the 
material  needed  for  use  in  the  entire  Sunday  school,  from  the 
Cradle  Roll  to  the  Extension  department. 

Often  the  best  way  to  bring  this  about  is  to  elect  a  fine, 
liberal,  influential  man,  maybe  a  deacon,  to  the  office  of 
Superintendent  of  Equipment,  and  to  him  should  be  submitted 
written  requests  for  everything  in  the  way  of  working  equip- 
ment (not  regular  supplies) .  After  conferring  with  the  pastor 
and  superintendent  and  assuring  himself  of  the  need  of  such 
things,  he  would  take  the  necessary  steps  for  securing  them. 
To  this  man  the  task  of  seeing  that  the  building  is  in  perfect 
order  every  Sunday  morning  might  also  be  assigned. 

5.  Social  Superintendent. 

All  members  of  a  church  should  worship  together,  work 
together,  and  play  together;  and  the  last  should  be  planned  for 
just  as  definitely  and  with  the  same  degree  of  intelligence  as 
the  first  and  second. 

The  pastor  and  the  superintendent  should  seek  the  best  man 
in  the  church  to  lead  in  the  social  activities  of  the  Sunday 
school  and  have  him  elected  for  that  particular  work.  He 
should  be  known  as  an  associate  superintendent  and  designated 
as  Social  Director  of  the  Sunday  School. 

It  goes  without  saying  that  he  should  have  the  earnest, 
whole-hearted  support  of  the  pastor  and  superintendent  at  all 


times,  with  whom  he  should  work  in  closest  co-operation.  He 
should  never  mature  and  announce  his  plans  without  their 
sympathetic  and  enthusiastic  approbation. 

Likewise,  the  co-operation  of  the  department  superintendents 
and  teachers  will  be  absolutely  essential  to  his  success  in  di- 
recting the  social  life  of  the  Sunday  school  in  such  a  way  as 
to  provide  for  the  enjoyment  of  all. 

The  planning  should  be  so  intelligent  that  none  in  the  entire 
Sunday  school  would  be  neglected  or  overlooked  and  it  should 
be  so  thorough  that  all  conflicting  dates  and  confusion  result- 
ing therefrom  would  be  avoided.  The  planning  should  in  all 
cases  be  done  at  least  three  months  in  advance,  and,  indeed,  it 
will  be  necessary  to  look  a  year  ahead  in  maturing  some  of  the 

( 1 )  Class  and  inter-class  socials. 

He  should  co-operate  with  teachers  and  class  officers,  being 
able  to  suggest  plans  for  entertainment  to  meet  the  needs  of  a 
Junior  or  Intermediate  class  of  boys  or  girls,  or  classes  of  men 
or  women  in  the  Young  People's  and  Adult  departments. 

(2)  Department  socials. 

The  social  superintendent  should  plan  with  the  department 
superintendents  for  a  social  in  each  department  at  least  quar- 
terly. He  should  know  the  leaders  among  the  teachers  in  the 
lower  grades  and  the  leaders  among  the  pupils  in  the  higher 
grades  and  should  be  able  to  enlist  and  utilize  them  in  providing 
ing  wholesome  fun  for  all. 

(3)  General  Sunday  school  social. 
a.  Annual  indoor  social. 

If  the  building  is  at  all  suitable,  a  great  social  occasion  should 
be  provided  and  a  special  effort  put  forth  by  pastor,  superin- 
tendents, and  all  the  officers  and  teachers  to  co-operate  with 
the  social  director  to  secure  the  attendance  of  every  member 
of  the  church  and  Sunday  school  and  their  families. 

First,  a  very  brief  general  program  should  be  rendered,  and 
then,  for  the  best  results,  those  attending  should  be  separated 


into  departments,  where  suitable  games  should  be  provided  and 
refreshments  served  to  all. 

b.  Annual  picnic. 

An  annual  outing  should  be  planned  for  the  entire  Sunday 
school  if  a  suitable  place  for  such  an  occasion  is  easily  acces- 

Transportation  should  be  provided  for  all.  The  social 
superintendent  should  have  the  support  of  the  pastor  and  gen- 
eral superintendent  in  doing  this.  Direct  leadership  will  natur- 
ally fall  upon  the  department  superintendents,  teachers,  and 
class  officers,  all  of  them  co-operating  fully  with  social  super- 

(4)    Playground. 

The  social  superintendent  can  greatly  enhance  the  attractive- 
ness of  the  Sunday  school  by  providing  a  playground  for  the 
children  and  an  athletic  field  for  the  young  people  when  it  is 
possible  to  secure  suitable  grounds.  Simple  appliances  may 
easily  be  provided  in  the  way  of  swings,  rustic  seats,  tennis 
courts,  croquet  grounds,  and  so  forth. 



(In  teaching  this  chapter,  the  teacher  and  each  pupil 
should  have  a  copy  of  the  Sunday  School  Board's  book- 
let, "How  to  Install  and  Operate  the  Six  Point  Record 

An  efficient  Sunday  school  secretary  is  absolutely  essential 
to  the  highest  Sunday  school  success.  He  is  the  superinten- 
dent's right-hand  man.  The  secretary  is  the  bookkeeper  of  the 
Sunday  school.  Through  his  hands  pass  all  the  mistakes  of 
practically  all  the  teachers,  class  secretaries,  and  department 
secretaries,  and  he  must  smooth  them  out. 

The  secretary  is  the  real  burden-bearer  of  the  Sunday  school, 
giving  more  real  sacrificial  service,  perhaps,  than  any  one  in  the 
Sunday  school  and  receiving  less  in  the  way  of  public  recog- 
nition and  credit  for  his  services.  The  secretary's  work  is 
unseen  by  the  great  majority  of  the  people  and  his  work  is 
taken  as  a  matter  of  course. 

A  good  system  of  Sunday  school  records  in  the  hands  of 
an  efficient  secretary  is  a  great  Sunday  school  builder. 

Let  us  note  some  of  the  qualifications  of  a  good  Sunday 
school  secretary. 

I.  Qualifications  of  the  Secretary. 

If  possible,  he  should  have  had  some  bookkeeping  experience ; 
this  v^ll  not  only  fit  him  to  do  his  work  properly  but  also  give 
him  an  appreciation  of  the  value  of  accurate,  well-kept  records. 
The  secretary  should  also  be  able  to  use  the  typewriter.  This 
is  not  essential,  but  in  operating  a  modern  system  of  Sunday 
school  records  it  is  of  great  advantage.     The  enrolment  cards, 



class  cards,  and  monthly  report  cards  should  all  be  made  out 
on  a  typewriter  if  it  is  possible  to  do  it. 

II.  General  duties  of  the  secretary 

1.  Order  the  Literature. 

Thirty  days  before  the  quarter  closes  the  secretary  should 
order  the  literature  for  the  next  quarter.  These  orders  should 
always  be  made  out  on  an  order  blank  furnished  by  the  Sunday 
School  Board.  The  secretary  should  always  keep  a  supply 
of  these  on  hand.  This  serves  two  purposes:  it  saves  writing 
letters,  and  reduces  the  chance  of  making  mistakes  when  orders 
are  filled. 

The  order  for  each  quarter's  literature  should  be  made  up 
by  the  secretary,  in  co-operation  with  the  department  super- 
intendents and  secretaries.  It  should  then  be  passed  on  to  the 
superintendent  for  his  checking  and  approval.  After  taking 
an  inventory  of  the  literature  and  supplies  on  hand,  the  sec- 
retary should  order  the  literature  immediately,  always  keeping 
a  copy  of  the  order. 

A  "standing  order"  for  literature  should  be  avoided  unless 
it  is  increased  or  reduced  each  quarter  according  to  the  need  of 
the  school.  The  secretary  should  always  order  the  literature 
for  the  entire  Sunday  school — for  each  department  and  class 
— and  all  correspondence  concerning  the  literature  should  be 
in  his  name. 

If  possible  a  postoffice  order  or  a  check  should  always 
accompany  the  order  to  pay  for  the  literature.  The  money 
to  pay  for  the  literature  should  be  gotten  from  the  treasurer 
and  a  receipt  given  for  it.  By  pursuing  this  policy  the 
expenses  of  many  Sunday  schools  will  be  greatly  reduced  and 
endless  mistakes  and  misunderstandings  will  be  avoided  in 
connection  with  ordering  the  literature. 

2.  Care  for  the  Literature. 

When  the  literature  arrives  it  should  be  checked  against  the 
invoice;  if  there  are  any  mistakes,  they  should  be  rectified 
immediately.  As  soon  as  the  literature  is  carefully  checked  off 
it  should  be  filed  in  the  cabinet,  for  that  purpose,  by  depart- 
ments and  grades.    The  secretary  should  arrange  the  literature 


and  supplies  for  each  department  and  class  in  order  so  as  to 
avoid  haste  and  confusion  when  the  time  arrives  for  its  dis- 

On  the  last  Sunday  morning  in  the  quarter  the  department 
secretaries  should  call  at  the  office  or  desk  of  the  general  sec- 
retary and  get  the  necessary  literature  and  supplies  for  the 
different  departments.  This  should  be  given  to  the  officers, 
teachers,  and  classes,  being  certain  that  every  one  is  properly 
supplied.  In  small  Sunday  schools  the  teachers  would  secure 
the  literature  and  supplies  direct  from  the  general  secretary. 

In  large  Sunday  schools  which  have  libraries  and  efficient 
librarians,  the  secretary  would  order  and  check  up  the  litera- 
ture and  turn  it  over  to  the  Ubrarian,  after  which  his  responsi- 
bilities in  connection  with  the  literature  would  cease  for  that 

3.  Keep  the  Records. 

A  complete  record  should  be  kept  of  the  work  of  every 
member  of  the  Sunday  school,  beginning  with  the  day  he  be- 
comes a  member.  It  is  the  secretary's  business  to  see  that  this 
is  done. 

( 1 )    He  should  see  that  pupils  are  enrolled. 

When  a  new  pupil  joins  the  Sunday  school  he  should  be 
classified  and  enrolled  in  the  department  and  class  where  he 
properly  belongs.  The  secretary  should  see  that  this  is  properly 
attended  to. 

Many  Sunday  schools  do  not  have  a  roll  of  the  membership 
of  the  school  except  as  shown  by  the  books  of  the  teachers, 
which  are  as  a  rule  incomplete.  TTie  Sunday  school  roll 
should  show  accurately  how  many  members  belong  to  the 
school,  the  name,  address,  and  age  of  each  one,  and  whether 
or  not  they  are  Christians.  All  this  information  about  each 
pupil  is  essential  if  the  school  would  be  able  to  minister  to  the 
needs  of  each  one  in  the  highest  sense.  Classification  Slip, 
form  1 0,  cut  of  which  is  shown  on  page  1  1 9,  should  be  used 
in  securing  this  information  about  every  member  of  the  school. 
The  information  secured  should  be  transferred  to  a  permanent 


enrolment  card  and  filed  in  the  office  of  the  Sunday  school 


Croap Date 


Resideace  Address Pbone. 

Basincss  Address Pbonc 

Age Birthday Are  yoo  a  Cbristiin?. 

Are  Yoo  a  Cburcb  Member? Wbat  Cbnrcb? 


.Grade  Department 

. — _ — - — ^ — .  Tetcbet 

Mikr   ODt    ID    duplioif.      The   original    to   be    signed    itnme<ii  Qelf    and    itiarneJ    to   tlaiiifitailoQ 
cfiict.      Tbr  dnpliiaic   lo  be   kepi   by   lb<   teacbet. 


(2)  He  should  see  that  reports  are  secured. 

The  secretary  should  secure  a  report  from  every  member  at- 
tending the  Sunday  school  every  Sunday  morning.  These 
reports  should,  by  all  means,  be  accurate  and  should  show  what 
each  member  of  the  school  is  doing  in  complying  with  the  re- 
quirements made  by  the  school  and  embodied  in  the  system  of 
records  used  in  the  school.  The  contents  of  these  reports 
and  the  best  methods  of  securing  them  will  be  brought  out  in 
the  discussion  of  the  records  later  on  in  this  chapter. 

(3)  He  should  keep  the  records. 

Not  only  should  the  secretary  provide  for  securing  accurate 
individual  reports  on  Sunday  morning,  but  also  for  transferring 
them  speedily  to  permanent  forms  and  carefully  fiHng  them. 
They  should  be  kept  in  such  a  manner  as  to  show  at  all  times 
the  exact  standing  of  every  pupil,  class,  and  department,  and 


also  of  the  entire  Sunday  school.  They  should  also  show  how 
each  officer  and  teacher  is  doing  his  work  and  attending  to 
the  duties  involved  in  his  position. 

(4)    He  should  make  reports. 

No  matter  what  information  Sunday  school  records  may 
carry,  what  its  nature  is,  or  how  skilfully  the  records  may  be 
kept,  their  chief  value  will  be  found  in  their  being  intelligently 
exploited.  Therefore,  the  secretary  should  keep  the  entire 
Sunday  school  informed  as  to  the  standing  of  every  member  of 
the  school  as  shown  by  the  records. 

As  to  the  kind  of  reports  that  should  be  made  and  when 
they  should  be  made,  all  of  these  important  matters  will  be 
brought  out  in  the  following  discussion  of  the  record  system. 

III.  The  six  point  record  system 

The  average  Sunday  school  has  no  adequate  system  of  rec- 
ords. The  number  present  and  the  amount  of  the  offering  are 
the  chief  points  of  interest  and  emphasis,  and  aside  from  these 
two  things  there  is  no  requirement  made  of  either  teachers  or 
pupils  which  would  indicate  that  the  Sunday  school  is  a  real 

The  Sunday  School  Board's  Six  Point  Record  System  not 
only  makes  requirements  on  these  two  points  but  it  also  makes 
four  other  requirements  of  Sunday  school  pupils.  These  re- 
quirements on  which  Sunday  school  pupils  are  graded  with  the 
value  of  each,  are  as  follows; 

Attendance    20 

On   Time    10 

Bible  Brought    10 

Offering    10 

Prepared  Lesson    30 

Preaching  Attendance    20 

Total 100 


1.    The  Value  of  the  Six  Point  Record  System. 

( 1  )    To  the  pupils  individually. 

The  Six  Point  Record  System  is  a  character  builder  if 
properly  operated.  It  requires  every  member  of  the  Sunday 
school  to  do  the  six  definite,  reasonable  things  set  out.  The 
doing  of  these  six  things  with  regularity  is  bound  to  exert 
a  powerful  influence  for  good  upon  the  life  and  character  of 
any  one,  either  young  or  old.  Let  us  take  a  brief  look  at  each 
point  and  try  to  get  something  of  the  spiritual  value  to  Sunday 
school  pupils  who  regularly  do  these  things. 

Attendance. — Certainly  regular  attendance  upon  the  ses- 
sions of  the  Sunday  school  is  most  desirable.  Its  value  to  the 
pupil  cannot  be  estimated.  Its  influence  upon  his  life  is  not 
only  good  for  time,  but  the  eternal  destiny  of  hundreds  of 
thousands  of  Sunday  school  pupils  has  been  fixed  by  their 
regular  attendance  upon  the  Sunday  school.  When  properly 
worked,  the  Six  Point  Record  System  will  greatly  aid  in  cor- 
recting irregularity  of  attendance  on  the  part  of  many  Sunday 
school  pupils.  It  will  keep  the  pupil  face  to  face  with  his 
own  record.  It  will  also  keep  the  officers  and  the  teachers 
informed  and  will  help  in  regulating  the  attendance  of  the 
members  of  the  school. 

On  Time. — Some  one  has  said,  "One  who  is  habitually 
late  in  meeting  his  engagements  cannot  long  maintain  his  self- 

The  Six  Point  Record  System,  if  correctly  used,  will  aid  in 
a  great  way  in  correcting  the  habit  of  tardiness  which  has 
already  been  formed  in  the  lives  of  many  Sunday  school 
pupils,  and  instil  into  their  lives  instead  the  habit  of  prompt- 
ness, which  is  such  a  valuable  business  asset  and  also  an  asset 
of  equal  value  in  the  formation  and  building  of  character. 

Bible  Brought. — The  Six  Point  Record  System  helps  to 
put  the  Bible  in  its  proper  place  as  the  textbook  of  the  Sunday 
school.  Pupils  should  bring  their  own  Bibles  to  the  Sunday 
school  and  the  Six  Point  Record  System  requires  that  they 
shall  do  so.  Any  Sunday  school  that  will  put  in  the  Six  Point 
Record  System  and  get  back  of  it  will  soon  have  a  real  Bible 
school  with  the  Bible  in  evidence  in  the  sessions  of  the  Sunday 


school.  Certainly  Sunday  school  helps  have  an  important 
place  in  the  work  of  the  Sunday  school,  but  it  is  not  intended 
that  they  shall  take  the  place  of  the  Bible.  The  Six  Point 
Record  System  puts  great  emphasis  on  Bibles  being  brought 
to  Sunday  school.  Surely,  the  desire  is  that  pupils  shall  have 
their  own  Bibles,  use  them  in  lesson  preparation,  bring  them 
to  Sunday  school,  and  use  them  during  the  Sunday  school 

Offering. — The  habit  of  making  an  offering  to  the  Lord 
every  Sunday  by  boys  and  girls  and  men  and  women,  pos- 
sesses a  spiritual  value  of  inestimable  worth.  Of  course, 
to  be  of  high  spiritual  value  and  worth  as  a  character  builder, 
it  must  be  a  voluntary  matter. 

The  Six  Point  Record  System  makes  no  demands  at  this 
point,  or  elsewhere  for  that  matter,  but  its  chief  value  lies  in 
that  it  is  used  as  a  "gentle  reminder"  of  one's  obligation 
and  serves  as  a  guard  against  neglect.  The  Six  Point  Rec- 
ord System  is  an  aid  in  giving  the  Sunday  school  pupil  the 
correct  attitude  toward  the  money  question  and  assists  him  in 
forming  the  habit  of  giving  regularly  "on  the  first  day  of  the 

Prepared  Lesson. — Certainly  it  should  not  be  thought  un- 
reasonable that  Sunday  school  pupils  should  prepare  their  les- 
sons every  week.  They  are  in  Sunday  school  to  learn  and 
the  entire  responsibility  in  this  matter  should  not  be  placed 
upon  the  teachers.  Sunday  school  pupils  ought  to  study,  and 
indeed  they  must  study  if  they  make  much  progress  in  Bible 
knowledge  and  usefulness. 

The  Six  Point  Record  System  keeps  this  obligation  before 
the  pupils  continually  and  brings  them  face  to  face  with  the 
requirement  every  Sunday  morning.  "Line  upon  line,  precept 
upon  precept,  here  a  little  and  there  a  little,"  is  necessary  today 
to  induce  people  to  study  their  Bibles.  As  a  method  of  aid- 
ing in  securing  Bible  study,  the  Six  Point  Record  System  is 
a  success  when  correctly  employed. 

Preaching  Attendance — Weekly  attendance  upon  the 
preaching  service  on  the  part  of  Sunday  school  pupils  is  of 
the  utmost  importance.     They  should  all  attend  for  what  the 


preaching  service  can  and  should  mean  to  their  lives.  The 
message  of  the  teacher  should  be  re-enforced  by  the  message  of 
the  preacher.  In  this  way,  the  teacher  and  preacher  are  work- 
ing together  for  the  good  of  the  pupil.  Sunday  school  pupils 
who  habitually  go  from  the  Sunday  school  into  the  preaching  ser- 
vice do  not  long  remain  out  of  Christ.  The  teaching  and  the 
preaching  service  together  are  essential  to  the  best  develop- 
ment of  Christian  people,  both  young  and  old.  The  Six 
Point  Record  System  is  a  great  aid  in  bringing  all  these 
things  about,  if  properly  interpreted,  understood,  and  utilized. 

(2)  To  the  Sunday  school  as  a  whole. 

The  Six  Point  Record  System  is  a  Sunday  school  builder. 
It  will  make  any  Sunday  school  using  it  a  better  school.  It 
will  also  make  any  Sunday  school  that  uses  it  a  larger  school. 
Making  sensible  requirements  of  people  in  religious  matters 
does  not  drive  them  away,  but  on  the  contrary,  all  experience 
teaches  that  the  better  and  more  efficient  we  make  our 
churches  and  Sunday  schools  the  wider  will  be  their  influence 
in  attracting  people  to  them. 

The  Six  Point  Record  System  means  a  bigger  and  better 
Sunday  school  in  all  cases  where  it  is  correctly  operated. 

(3)  To  the  teachers. 

The  Six  Point  Record  System  will  prove  a  great  aid  to 
Sunday  school  teachers  in  getting  work  done.  They  should 
understand  thoroughly  its  requirements  and  see  that  all  their 
pupils  are  informed  concerning  these  also.  They  will  not 
need  to  spend  much  time  urging  pupils  to  meet  any  particular 
requirement.  They  should  set  before  their  pupils  the  100  per 
cent  pupil  as  the  ideal,  and  the  ideal  class  as  a  1  00  per  cent 
class,  and  create  a  desire  on  the  part  of  pupils  and  class  to 
attain  the  highest  point  of  efficiency.  This  will  prove  to  be  a 
strong  incentive  in  calling  out  the  best  in  their  pupils.  Teachers 
will  thus  find  the  Six  Point  Record  System  a  real  help  in  the 
solution  of  most  of  their  problems. 


(4)    To  the  officers. 

There  are  many  advantages  of  the  Six  Point  Record  Sys- 
tem to  the  officers.  However,  only  three  of  these  w^ill  be 
emphasized  here. 

a.  li  sets  out  a  program  of  work  for  the  Sunday  school. 

It  is  of  great  value  to  the  officers  to  have  held  constantly 
before  their  eyes  and  the  eyes  of  the  teachers  and  pupils  these 
six  valuable  requirements.  It  serves  as  a  program  of  work. 
It  shows  what  every  one  should  do.  In  fact,  in  the  Beginner 
and  Primary  departments  and  classes  its  chief  value  lies  in 
that  it  presents  a  program  of  work  to  officers  and  teachers; 
the  pupils  are  too  young  to  appreciate  its  value  to  them. 

b.  It  serves  as  a  means  of  getting  the  work  done. 

That  is  to  say,  it  is  an  effective  method  of  carrying  out 
the  program  of  worth-while  things  which  it  sets  out  in  such 
a  definite  way.  It  puts  into  the  hands  of  the  officers,  and,  for 
that  matter,  the  teachers  and  pupils  also,  the  instrument  with 
which  to  accomphsh  the  work. 

c.  //  serves  as  a  means  of  showing  what  is  being  done. 

Pastors,  superintendents,  and  all  may  know  what  is  being 
done  by  every  pupil,  teacher,  and  officer  in  the  Sunday  school 
by  the  use  of  the  Six  Point  Record  System.  Well-kept  records 
and  intelligent  reports,  weekly  and  monthly,  will  keep  all  in- 
formed concerning  what  the  Sunday  school  is  doing.  They  will 
show  the  strong  points  in  the  Sunday  school,  likewise  the 
weak  pK)ints,  thus  bringing  the  officers  face  to  face  with  their 
real  problems  and  putting  them  in  position  to  solve  them. 

2.   How  to  Put  the  System  into  the  Sunday  School. 

(1)   Master  it. 

Let  the  superintendent  secure  from  the  Sunday  School 
Board  a  supply  of  the  booklet,  "How  to  Install  and  Operate 
the  Six  Point  Record  System."  These  may  be  had  free  for  the 
asking.  Let  him  put  one  each  in  the  hands  of  every  teacher, 
general  officer,  and  class  officer.  Have  them  all  make  a  study 
of  it,  using  it  for  discussion  in  one  or  more  sessions  of  the 


teachers'  meeting.  Let  the  pastor  and  superintendent  have 
two  or  three  meetings  with  all  the  secretaries  studying  this 
booklet  until  all  thoroughly  understand  what  is  in  it;  then  let 
them  follow  to  the  letter  the  instructions  secured  from  the  book- 
let. In  this  manner  they  will  be  able  to  put  the  system  into 
the  school  in  an  intelligent  way  and  avoid  many  mistakes  that 
would  otherwise  occur. 

(2)    Install  throughout  the  entire  school. 

The  Six  Point  Record  System  is  a  complete  system  of 
records  and  to  get  the  best  results  the  entire  system  should  be 
installed  throughout  the  Sunday  school  at  one  time,  and  then 
it  should  be  operated  according  to  the  instructions  contained 
in  the  literature  of  the  Sunday  School  Board.  Otherwise  suc- 
cess wall  be  at  best  only  partial.  It  should  not  be  put  into  a 
department  or  a  class  or  even  into  the  entire  Sunday  school 
"to  try  it  out  to  see  if  it  will  work."  The  only  successful 
way  is  to  put  it  into  the  entire  school  with  the  determination  to 
make  it  work. 

3.  Adaptability  of  the  Six  Point  Record  System. 

There  is  not  space  in  this  chapter  to  go  into  detail  regarding 
the  inauguration  and  operation  of  the  Six  Point  Record  Sys- 
tem. One  may  secure  from  the  Sunday  School  Board  the  book 
entitled  The  Sunday  School  Secretary  and  the  Six  Point  Rec- 
ord System,  which  all  Sunday  school  officers  and  teachers 
should  study.  This  book  goes  into  the  matter  in  a  thorough 
and  exhaustive  way,  setting  out  simply  and  clearly  the  whole 
matter  of  the  Six  Point  Record  System  and  the  work  of 
Sunday  school  secretaries. 

The  Six  Point  Record  System  has  been  adapted  for  use 
in  all  kinds  of  Sunday  schools,  and  below  is  a  list  of  the 
materials  and  supplies  needed  in  Sunday  schools  of  the  different 

( 1 )    Material  and  Supplies  for  Small  Sunda])  Schools. 

Form   10,  Classification  Slip. 

Improved  Six  Point  Class  Books  for  each  class. 

Class   Report  Envelopes. 


General  Secretary's  Book. 

Forms  90-A  and  90-B,  PupiFs  Monthly  Report 

Form  1  1 0-B,  New  Pupil's  Information  Card. 
Forms  1  1 0  and  1  1 0-A,  Six  Point  Credits  Charts. 

Secretary's  Blackboard. 

When  desired,  form  280,  Individual  Report  Envelope, 
and  form  1 00,  Superintendent's  Monthly  Report  to 
Church,  may  be  used  also. 

(2)  Book  Form  for  the  Department  School. 

Form  10,  Classification  Slip. 
Improved  Six  Point  Class  Books  for  each  class. 
Form  280,  Individual  Report  Envelopes. 
Form  150,  Class  Report  Envelopes. 
Department  Secretary's  Record  Book. 
General  Secretary's  Record  Book. 
Forms  90-A  and  90-B,  Monthly  Report  Cards. 
Form    100,   Superintendent's   Monthly   Report   to 

Form  11 0-B,  New  Pupil's  Information  Card. 
Forms  1  1 0  and  1 00-A,  Six  Point  Credits  Charts. 
General  Secretary's  Blackboard. 
Department   Secretary's   Blackboard. 
Forms    160   and    160-A,   Department   Secretary's 
Report  Elnvelope. 

(3)  Card  Form  for  the  Department  Sunday  School. 

Form  10,  Classification  Slip. 
Form  20,  Enrolment  Card. 
Forms  30,  35  and  35-A,  Class  Cards. 
Forms  40,  45  and  45-A,  Report  of  Department 


Form  50,  Department  Officers  Record  Card. 

Form  60,  General  Officer's  Record  Card. 

Form  70,  General  Secretary's  Report  Card. 

Form   280,    Individual   Report   Envelope.      Form 
280-A,  Individual  Report  Slip. 

Forms  90,  90-A  and  90-B,  Pupil's  Monthly  Re- 
port Cards. 

Form  100,  Superintendent's  Monthly  Report  to 

Forms  1  1 0-A  and  1 1 0,  Six  Point  Credits  Charts. 

Form  1 1 0-B,  New  Pupil's  Information  Card. 

Form  120,  Visiting  Report  Card. 

Improved  Six  Point  Class  Books. 

General  Secretary's  Blackboard. 

Department  Secretary's  Blackboard. 



Before  discussing  the  duties  of  the  Sunday  school  treasurer 
it  is  deemed  advisable  to  make  a  brief  study  of  the  question 
of  financing  the  Sunday  school.  Two  aspects  of  the  question 
are  presented  in  the  very  beginning  of  this  study,  both  of  which 
need  careful  and  prayerful  consideration.  First,  How  shall 
the  funds  necessary  to  run  the  Sunday  school  be  provided? 
Second,  What  shall  be  done  with  the  offerings  made  through 
the  Sunday  school? 

It  takes  money  to  run  a  Sunday  school,  and  a  large  number 
of  Sunday  schools  are  suffering  because  they  have  not  the 
necessary  funds  to  provide  needed  literature  and  working  equip- 
ment. This  situation  is  due  in  ninety-nine  cases  out  of  a  hun- 
dred to  the  fact  that  Sunday  schools  are  improperly  financed. 
TTie  first  thing  to  setde  in  connection  with  this  matter  is  to  prop- 
erly locate  the  responsibility  for  financing  the  Sunday  school. 

I.  The  church  should  finance  the  Sunday  school 

In  many  churches  those  charged  with  directing  the  finances 
of  the  church, — finance  committees  and  deacons,— concern 
themselves  much  about  janitor  service,  lighting  and  heating  the 
building,  the  printing  bill,  ice  water,  fans,  and  so  forth,  and 
seemingly  do  not  give  one  thought  to  the  question  of  providing 
means  for  teaching  the  Word  of  God.  They  arrange  to  pay 
large  sums  monthly  for  providing  music  for  the  service  of  wor- 
ship, and  at  the  same  time  not  one  cent  to  equip  properly  the 
officers  and  teachers  of  the  Sunday  school;  the  Sunday  school 
being  left  to  finance  itself  and  get  along  the  best  it  can.  They 
do  not  seem  to  recognize  their  obligation  at  this  point. 



In  making  estimates  of  expenditures  for  the  work  of  the 
church,  the  obHgation  should  be  considered  as  sacred  and 
binding  upon  the  deacons  and  finance  committee  to  provide  as 
liberally  for  the  support  of  the  Sunday  school  as  for  any  other 
activity  of  the  church.  The  Sunday  school  is  the  school  of 
the  church.  The  officers  and  teachers  are  the  servants  of  the 
church,  engaged  in  the  highest,  mightiest  work  of  the  church 
next  to  that  of  preaching  the  gospel  by  the  pastor,  and  it  is 
encumbent  upon  the  church  to  provide  all  the  needed  equip- 
ment to  enable  the  officers  and  teachers  to  do  their  work  in  the 
best  manner  possible. 

In  financing  the  Sunday  school,  let  us  consider  some  neces- 
sary things  the  church  should  provide  and  pay  for. 

1 .  A  Place  to  Teach. 

Suitable  buildings  should  be  erected  by  the  church,  adequate 
to  the  needs  of  the  entire  Sunday  school  situation.  Officers, 
teachers,  and  classes  should  not  find  it  necessary  to  build  rooms 
in  which  to  work. 

2.  Working  Equipment. 

The  church  should  provide  the  necessary  working  equip- 
ment for  each  department  and  class,  such  as  chairs,  black- 
boards, maps,  musical  instruments,  song  books,  study  course 
books,  a  good  library,  and  any  and  all  other  needed  facilities 
which  would  enable  the  officers  cind  teachers  to  do  their  work 
and  attend  to  their  duties. 

3.  Literature. 

The  church  should  provide  the  Sunday  school  liberally  with 
all  the  literature  needed  by  pupils,  teachers,  and  officers.  Extra 
lesson  helps  for  the  officers  and  teachers  should  be  paid  for 
out  of  the  church  treasury. 

4.  Teachers*  Meeting  Expense. 

A  reasonable  amount  expended  by  the  church  in  maintaining 
a  good  teachers'  meeting  is  one  of  the  best  investments  any 
church  can  make.  Whenever  necessary  a  good  wholesome  meal 
should  be  served  weekly  to  all  the  officers  and  teachers,  enabHng 
them  to  come  together  to  study  and  plan  for  the  Sunday  school. 


Other  expenditures  may  be  necessary  in  connection  with  this 
meeting,  all  of  which  should  be  paid  out  of  the  church  treasury. 

5.  Socials. 

The  church  should  look  after  the  social  life  of  the  entire 
church  membership  and  of  all  the  young  people  and  children 
in  the  Sunday  school  who  are  not  members  of  the  church.  The 
church  should  provide  for  a  reasonable  social  program  to  be 
put  through  by  the  Sunday  school  with  this  end  in  view,  and 
the  necessary  funds  should  be  provided  out  of  the  church 
treasury  for  this  purpose. 

6.  Paid  Workers  for  Full  Time. 

Many  churches  are  employing  men  and  women  to  devote 
their  entire  time  to  the  Sunday  school.  Some  churches  have 
two  or  more  of  such  workers. 

{])  A  Superintendent  or  Educational  Director. 

It  requires  time  to  run  a  Sunday  school  and  few  busy  men 
find  that  they  can  spare  the  time  from  their  business  necessary 
to  make  the  school  what  it  ought  to  be.  Therefore,  to  meet 
the  demands  created  by  their  Sunday  school  situation,  many 
churches  are  securing  superintendents  or  educational  directors 
and  paying  them  reasonable  salaries  to  devote  their  entire 
time  to  the  work  of  the  Sunday  school  and  the  Training  Union. 
Other  churches  employ  men  for  their  full  time,  combining  the 
duties  of  superintending  the  Sunday  school  and  directing  the 
music;  while  still  other  churches  employ  men  to  look  after  the 
Sunday  school  and  the  finances.  Where  it  is  possible  it  is 
always  best  to  keep  these  duties  separate ;  many  large  churches 
are  employing  men  for  their  full  time  for  each  of  these  duties. 
In  many  situations,  however,  it  is  found  practical  and  highly 
resultful  to  combine  two  of  these  activities.  This  is  practical  in 
scores  of  churches  with  limited  membership. 

(2)  Sunday  School  Secretary. 

One  of  the  most  valuable  workers  any  church  can  employ 
is  a  full-time  paid  Sunday  school  secretary.  Frequently  the 
duties  of  the  Sunday  school  secretary  are  combined  with  those 
of  * 'church  secretary"   to  good   advantage.      Sunday  school 


records  are  rarely  handled  skilfully  by  a  volunteer  secretary; 
they  require  more  time  than  the  majority  of  such  secretaries  can 
devote  to  the  work.  Scores  of  churches  of  even  four  and  five 
hundred  members  should  have  church  secretaries,  part  of  their 
work  being  to  handle  the  records  of  the  Sunday  school ;  while 
many  large  churches  need  Sunday  school  secretaries  for  full 
time  to  devote  all  of  their  time  to  the  records  of  the  Sunday 
school  and  other  duties  in  connection  with  the  position  of  a  full- 
time  Sunday  school  secretary. 

In  closing  this  pari  of  this  discussion  wc  desire  to  say  with 
great  emphasis  that  a  good  Sunda])  school  properly  financed  is 
never  a  financial  liability,  hut  on  the  contrary  it  is  always  a 
financial  asset. 


1 .  A  Sunday  School  Budget. 

This  should  be  agreed  on  by  the  pastor,  Sunday  school 
superintendent,  deacons,  and  finance  committee.  Everything 
needed  by  the  Sunday  school  should  be  included  in  this  budget. 
The  pastor,  superintendent,  and  all  department  superintendents 
should  make  lists  of  all  things  needed,  their  cost  should  be 
estimated,  and  the  church  should  vote  the  budget.  Should 
the  needs  of  the  school,  like  a  growing  family,  demand  an 
increase  in  expenditures  before  the  year  is  out  the  increase 
should  be  granted. 

2.  The  Sunday  School  Offerings. 

The  entire  offerings  from  the  Sunday  school  should  go  into 
the  church  treasury.  All  the  members  of  the  Sunday  school 
should  understand  that  all  their  offerings  through  the  Sunday 
school  go  into  the  church  treasury  and  are  used  for 
furthering  the  work  of  all  the  activities  of  the  church. 

3.  Advantages  of  This  Method. 

( 1 )    Increased  offerings. 

When  Sunday  school  pupils  understand  that  they  are  mak- 
ing contributions  to  the  entire  work  of  the  church,  their  offerings 


on  Sunday  morning  will  take  on  a  new  meaning  to  them.  As 
a  result  they  will  become  more  regular  in  their  offerings  and 
likewise  more  liberal.  This  is  the  testimony  of  pastors  and 
churches  following  this  method  of  Sunday  school  financing. 

(2)  An  increased  sense  of  their  responsibility  by  officers 
and  teachers. 

This  will  inevitably  result.  The  officers  and  teachers  will 
very  naturally  think  more  of  their  work  and  be  more  faithful 
in  the  discharge  of  their  duties  when  they  know  that  the  church 
is  supporting  the  Sunday  school  financially  and  providing  them 
with  the  necessary  means  and  equipment  to  do  their  work. 

When  the  church  is  giving  financial  support  to  the  Sunday 
school,  the  pastor  and  superintendent  can  then  make  reasonable 
requirements  of  the  officers  and  teachers  concerning  their  regu- 
lar and  prompt  attendance  upon  the  sessions  of  the  school,  the 
weekly  teachers*  meeting,  and  also  their  better  preparation  for 
discharging  the  duties  involved  in  their  respective  positions. 

(3)  An  increased  appreciation  of  the  Sunday  school  by 
the  church. 

For  a  long  time  the  Sunday  school  has  rested  too  lightly  on 
the  minds  and  consciences  of  many  deacons,  finance  commit- 
tees, and  churches  generally.  However,  this  condition  is  rapidly 
being  changed  as  pastors  are  leading  the  churches  to  assume 
financial  responsibilities  for  the  Sunday  school.  This  action 
puts  the  church  back  of  the  Sunday  school  and  very  naturally 
the  church  will  think  more  highly  of  the  Sunday  school  as  a 

(4)  An  increased  appreciation  of  the  church  by  the  Sunday 

The  Sunday  school  is  a  church  activity,  and  not  an  organi- 
zation or  agency  separate  and  apart  from  the  church.  This 
is  a  fact  and  may  be  stated  with  great  emphasis.  However, 
as  long  as  the  Sunday  school  is  left  to  finance  itself  and  pay 
its  own  bills,  it  will  be  difficult  to  convince  the  people  that  it 
is  really  true.  But  the  moment  a  church  takes  over  the  finan- 
cial responsibility  of  the  Sunday  school,  there  is  no  need  for 
further   evidence.      Every   one   will   be   convinced   that   the 


church  regards  the  Sunday  school  as  a  part  of  its  work  and 
the  members  of  the  Sunday  school  generally  will  recognize  that 
all  of  the  interests  of  the  church  have  a  claim  upon  them. 

III.     The  SUNDAY  school  may  finance  itself 

Churches  are  more  and  more  pursuing  the  scriptural  method, 
just  discussed,  of  financing  their  Sunday  schools,  and  it  is 
desirable  that  all  churches  shall  speedily  adopt  this  policy^. 
However,  it  is  regrettable  that  a  great  many  churches  are  not 
ready  to  do  this  now;  but  they  are  not.  Should  the  Sunday 
schools  in  many  churches  depend  upon  the  churches  to  finance 
them,  they  would  suffer  for  lack  of  funds  to  purchase  litera- 
ture and  other  needed  supplies  and,  indeed,  many  of  them 
would  have  to  disband  and  go  out  of  existence. 

Until  the  highly  desirable  plan  outlined  above  can  be  adop- 
ted, a  great  army  of  Sunday  schools  will  have  to  go  ahead  for 
many  years,  it  appears,  using  their  offerings  to  provide  the 
necessary  literature  for  their  members,  and  in  many  instances 
also  providing  the  needed  working  equipment.  In  order  to 
get  the  best  results  in  financing  the  Sunday  school  after  this 
method,  two  suggestions  will  be  made. 

].  All  Sunday  School  Offerings  Should  Co  Into  the  Sunday 
School  Treasury. 

All  the  money  contributed  by  the  pupils  in  each  department 
and  class  should  go  into  the  regular  Sunday  school  treasury. 
This  is  essential  for  the  highest  prosperity  of  the  Sunday 
school,  both  financially  and  spiritually. 

No  class  or  department  has  a  right  to  hold  out  a  part  of  Its 
offerings  on  Sunday  morning  to  be  devoted  to  private  uses. 
This  is  the  deplorable  custom  of  many  adult  classes  of  men 
and  women;  and  in  some  schools  the  practice  is  indulged  In 
by  classes  in  the  Young  People's  department,  and  even  by 
Intermediate  classes.  This  custom  should  not  be  tolerated  at 
all  and,  wherever  the  custom  is  in  vogue,  it  should  be  dis- 
continued speedily.  No  class  or  department  pursuing  a  policy 
independent  of  the  regulations  of  the  constituted  authorities 
should  be  permitted  to  use  the  property  of  the  church.     TTie 


pastor,  superintendent,  treasurer,  department  superintendents, 
and  teachers  should  get  together  and  agree  upon  a  sensible 
financial  policy  for  the  guidance  of  the  Sunday  school  and 
then  the  entire  school  should  conform  to  that  policy.  This 
should  be  done  without  delay;  the  sooner  the  matter  is  settled 
the  better  for  all  concerned. 

2.  Methods  of  Receiving  the  Offering. 

Any  Sunday  school  that  will  put  in  the  Six  Point  Record 
System  and  properly  use  the  regular  Six  Point  Individual  Re- 
port Envelopes,  Form  280,  for  securing  reports,  will  not  lack 
for  necessary  funds  to  operate  the  school.  This  envelope 
should  be  used  in  the  entire  Sunday  school,  beginning  with  and 
including  the  Junior  department. 

Under  no  circumstances  should  offerings  and  repKjrts  be 
taken  up  at  the  door  by  secretaries  and  others.  This  should 
always  be  done  in  the  class,  under  the  eyes  of  the  teachers, 
otherwise  the  spiritual  value  of  the  offering  and  the  oppor- 
tunity afforded  the  teacher  for  teaching  much-needed  lessons 
in  connection  with  the  offering  are  both  lost. 



SUNDAY 193. 

•-  S 




The  record  of  pupil  in- 
dicated hereon  snould 
be  promptly  rransfcTTed 
ro  the  clasj  cifiti  and  the 
rcpolT  completed. 
Form  280 

BAPT.  S.  3.  BOARD, 
Nashville,  Teon. 

If  Visitor,  please  give 
honi«  address 

Ajiswer  Eacb  QucBtiop  "ypg' 










FORM  280       Baptist  Sunday  School  Board,  Nashville,  Tenn. 

Now,  let  us  turn  to  the  Sunday  school  treasurer  and  see 
his  part  in  financing  the  Sunday  school. 


IV.  The  treasurer's  duties 

In  doing  his  work  in  directing  the  financial  policy  of  the 
Sunday  school,  the  treasurer  must  keep  step  with  the  pastor  and 
superintendent.  Frequent  conferences  will  be  necessary  in 
order  to  avoid  overlapping  of  duties  and  misunderstandings. 
The  following  suggestions  are  made  to  assist  the  treasurer  in 
properly  understanding  and  discharging  his  duties. 

1 .  Recehe  and  Disburse  the  Funds. 

( 1 )  Receive  the  offering  from  the  secretary. 

He  should  always  be  ready  at  the  proper  time  to  relieve  the 
secretary  of  the  Sunday  morning  offerings.  He  should  see 
that  it  is  correctly  counted  and  he  should  always  give  the 
secretary  a  receipt  for  same. 

(2)  Pap  the  bills  of  the  Sunday  school. 

The  treasurer  should  pay  all  the  bills  of  the  Sunday 
school  promptly  on  presentation  when  properly  indorsed.  He 
should  always  secure  a  receipt  for  all  money  paid  out  and 
file  same  for  reference  when  needed. 

2.  Educate  the  Sunday  School  in  Missions. 

Baptists  have  a  well  defined,  worldwide  missionary  pro- 
gram which  should  be  understood  by  the  entire  Sunday  school 
constituency;  the  treasurer  may  co-operate  with  the  pastor, 
superintendent,  and  department  superintendents  and  lead  in 
keeping  this  missionary  program  before  the  Sunday  school  con- 
stantly. There  are  a  number  of  simple,  practical  means  which 
may  be  employed  for  accomplishing  this: 

( 1 )   Make  much  of  the  regular  lessons  on  m.issions. 

Both  the  Graded  and  Uniform  Lessons  contain  many  special 
missionary  lessons  during  the  year;  the  treasurer  may  inform 
himself  concerning  these  and  plan  with  the  officers  and  teachers 
in  making  them  attractive  and  effective.  He  may  see  that 
maps,  charts,  and  appropriate  and  striking  posters  are  provided 
for  teaching  these  lessons. 


(2)  Feature  the  Calendar  of  Denominational  Activities  in 
the  Sunday  School. 

The  Calendar  of  Denominational  Activities  has  already  been 
referred  to  under  the  superintendent's  work.  The  treasurer 
may  have  the  responsibility  of  leading  the  Sunday  school  in 
adopting  and  fostering  this  Calendar;  thus  making  it  a  great 
success  in  the  matter  of  imparting  missionary  information  to  the 
entire  school.  Where  the  special  occasions  provided  for  in 
the  Calendar  are  properly  planned  they  may  be  made  inter- 
esting to  all. 

The  o Bering  should  be  carefully  planned  and  every  member 
of  the  Sunday  school  should  have  an  opportunity  to  make  an 
offering  to  each  cause. 

(3)  Give  attention  to  the  missionary  section  of  the  church 

There  is  a  feeling  abroad  in  the  land  that  the  church 
library  is  coming  back.  The  Sunday  school  treasurer,  if  he 
would  fulfil  his  highest  prerogative,  may  find  an  opportunity  in 
co-operation  with  the  librarian  to  assist  in  making  the  church 
library  attractive  and  helpful  by  giving  time  and  thought  to 
building  a  great  missionary  section  in  it.  By  keeping  in  close 
touch  with  our  General  Boards  he  may  keep  informed  con- 
cerning the  choicest  books  on  missions  which  are  coming  from 
the  presses  in  large  numbers,  copies  of  which  should  be  secured 
and  placed  on  the  shelves  of  the  church  library. 

(4)  Circulate  Home  and  Foreign  Fields. 

The  treasurer  may  become  the  agent  for  Home  and  Foreign 
Fields  and  do  his  best  to  secure  a  subscription  for  this  journal 
in  every  home  connected  with  the  Sunday  school.  He  should 
secure  the  co-operation  of  the  W.M.U.  and  the  Training 
Union  in  doing  this.  This  magazine  is  most  attractive  in  both 
make-up  and  contents  and  will  please  and  interest  our  people 
if  it  is  put  into  their  hands. 



In  considering  the  work  of  the  church  librarian,  it  will  per- 
haps be  best  to  study  first  the  need  for  a  church  library.  The 
question  is  frequently  asked,  Is  there  need  for  a  church 
library  in  this  day  of  good  public  libraries?  This  question 
we  would  unhesitatingly  answer  in  the  affirmative,  for  the  fol- 
lowing reasons: 

First,  a  large  majority  of  our  people  are  not  in  reach  of 
public  libraries;  second,  good  and  excellent  as  public  libraries 
are,  they  do  not  contain  many  of  the  books  our  Baptist  boys 
and  girls  and  men  and  women  should  read  and  study.  Besides 
there  are  other  good  reasons  which  would  justify  a  church  in 
building  emd  maintaining  a  first-class  library.  Let  us  exemiine 
some  of  them. 

I.  Need  for  a  church  library 

1 .  The  Majority  of  Homes  Do  Not  Possess  Many  Books, 

Large  numbers  of  the  Sunday  school  membership  come  from 
homes  which  do  not  have  many  books;  many  of  the  children 
and  young  people  in  these  homes  hunger  for  knowledge  of 
books  and  would  welcome  an  opportunity  to  read  good  books 
if  they  could  get  them.  One  good  book  has  changed  the  whole 
current  of  the  life  of  many  a  boy  and  girl.  Scores  of  Sunday 
school  pupils  will  not  go  to  the  trouble  of  going  to  the  public 
library  for  books,  but  they  v^ll  take  them  from  the  church 
library.  The  churches  should  supply  this  deficiency  by  provid- 
ing good  libraries  filled  with  the  best  books  for  the  children  in 
these  homes. 

2.  The  Majority  of  Our  People  are  not  in  Reach  of  Good 
Public  Libraries. 

Many  towns,  villages,  and  country  communities  have  no 
public  libraries  and  the  school  libraries  are  necessarily  limited 



in  supplying  the  needed  books.  The  church  hbrary  should  offer 
these  young  people  just  the  books  they  ought  to  read.  This 
is  a  wide-open  door  of  usefulness  which  should  be  entered  im- 
mediately. The  opportunity  is  great  and  unlike  many  oppor- 
tunities it  is  presented  to  us  daily. 

3.  Our  People  Need  Special  Training. 

Public  libraries  do  not  contain  the  books  our  people  need 
for  their  preparation  for  Christian  service.  Neither  do  the 
homes  provide  for  the  religious  training  as  they  should.  Re- 
ligious training  has  been  transferred  from  the  homes  to  the 
churches.  Therefore,  it  behooves  the  churches  to  provide  all 
the  books  needed  for  the  deepening  of  spiritual  lives  and  for 
equipment  for  Christian  service.  Suggestions  will  be  made  later 
on  in  this  chapter  concerning  different  kinds  of  books  needed  for 
this  purpose. 

4.  To  Counteract  the  Influences  of  Bad  Literature. 

We  have  already  seen  in  this  study  that  by  far  the  larger 
per  cent  of  our  young  people  are  not  reading  and  studying  good 
books;  many  of  them  come  from  homes  which  do  not  have 
many  books,  while  a  vast  number  of  others  live  in  communi- 
ties that  do  not  have  public  libraries.  Yet  at  the  same  time 
there  are  forces  at  work  supplying  people  with  books  and  other 
forms  of  literature  not  fit  for  them  to  read,  but  they  are  read- 
ing them.  If  any  one  doubts  this,  let  him  investigate  the  matter 
for  himself  and  he  will  be  shocked  at  what  he  discovers. 

All  kinds  of  immoral,  unclean  literature  is  attractively  dis- 
played for  sale  at  thousands  upon  thousands  of  news  stands  over 
the  country.  The  people  buy  it  and  read  it.  Besides  that, 
pernicious  literature  is  widely  distributed  both  in  cities  and  in 
rural  sections.  In  the  larger  cities  it  is  placed  upon  the  doorsteps 
of  the  homes  and  handed  to  the  children  on  their  way  from 
school.  The  addresses  of  teen-age  boys  and  girls  in  the  country 
communities  are  secured  in  some  way  and  it  is  mailed  to  them. 
We  need  to  arouse  ourselves  and  provide  our  people  with  good 
reading  matter  which  they  will  read.  One  of  our  leaders,  E.  C. 
Routh,  writing  upon  this  subject,  has  said: 


"We  must  counteract  the  influence  of  unclean  literature. 
Hundreds  of  presses  are  working  night  and  day  turning  out 
immoral  books  and  periodicals  which  are  being  circulated  by 
the  millions  throughout  the  United  States.  Our  young  people 
are  reading  this  literature  and  their  lives  are  being  poisoned. 
At  the  very  time  when  Christian  people  ought  to  be  most 
aggressive  in  disseminating  the  right  sort  of  literature,  we  are 
doing  very  little.  We  have  not  realized  the  peril.  Many  of 
our  homes  fail  to  discriminate,  and  admit  cJl  sorts  of  literature." 

II.  Books  for  the  church  library 

We  have  gathered  from  the  foregoing  discussion  something 
of  the  character  of  books  that  should  fill  a  church  library: 
First,  books  fit  for  young  people  to  read;  second,  books  that 
the  young  people  need  to  read  for  special  training ;  third,  books 
that  young  people  will  read. 

1 .  Cood  Books. 

Certainly  any  book  fit  for  the  young  people  to  read  may 
have  a  place  in  the  church  library.  This  would  admit  good 
wholesome  fiction,  books  of  travel,  of  biography,  story  books 
for  children,  and  the  best  books  on  every  subject  of  interest  to 
young  people. 

2.  Books  for  Special  Training. 

This  would  include  books  for  the  devotional  life,  on  Chris- 
tian service,  on  soul-winning,  on  missions,  on  stewardship,  on 
Baptist  history  and  doctrine,  on  Sunday  school  work,  on 
Baptist  Training  Union  work,  on  W.M.U.  work  and  books 
deahng  with  all  phases  of  the  work  of  the  denomination.  Cer- 
tainly, all  of  the  regular  study  course  books  should  be  in  the 
library.  Also,  reference  books  for  teachers  and  leaders  should 
be  included.  The  field  is  wide  and  much  care  should  be  had 
in  study  and  selection. 

3.  Books  that  Young  People  Will  Read. 

There  are  many  books  in  the  above  classifications  that  will 
please  and  thrill  all  of  the  children,  boys  and  girls  in  their 
teens,  and  also  the  older  young  people,  as  well  as  their  fathers 


and  mothers;  however,  space  is  too  brief  here  to  catalog 
them.  Classified  lists  will  be  sent  upon  request  to  the  Baptist 
Sunday  School  Board. 

III.  Working  equipment 

Suitable  quarters  should  be  provided  for  the  librarian;  also 
adequate  equipment  such  as  desks,  shelves,  reading  tables, 
chairs,  bulletin  board,  supply  cabinet,  filing  cabinets,  and  ample 
supplies  of  all  kinds.  If  possible  a  reading  room  should  be 
provided  in  connection  with  the  library. 

One  church  with  no  paid  workers  observes  Friday  evening 
as  social  evening.  The  pastor  is  always  present,  also  some  of 
the  deacons,  Sunday  school  superintendents,  many  of  the 
teachers  and  women  of  the  church.  The  young  people  and 
children  come  in  numbers  and  have  a  good  time  generally.  It 
is  the  usual  time  for  exchanging  books. 

IV.  Duties  of  the  librarian 

We  are  now  at  the  crucial  point  of  this  study.  Not  one  in 
one  thousand  churches  has  a  library  and  if  they  are  to  have 
them  they  will  have  to  be  built,  which  brings  us  to  the  first 
duty  of  the  librarian. 

1 .  Build  the  Library. 

It  takes  money,  time,  intelligence,  and  energy  to  have  a  good 
church  library.  The  librarian,  of  course,  will  have  to  assume 
the  leadership  in  building  one.    She  should  have  the  following: 

( 1 )  ^  library  commiiiee. 

This  committee  should  be  composed  of  the  librarians,  the 
pastor,  the  Sunday  school  superintendent,  the  Baptist  Training 
Union  director,  the  W.M.S.  president,  the  Brotherhood  presi- 
dent, and  chairman  of  the  board  of  deacons.  Or,  if  not  the 
heads  of  these  organizations,  at  least  a  well-chosen  representa- 
tive from  each  one  of  them. 

This  would  give  the  librarians  a  fine  point  of  contact  with 
the  leaders  of  all  of  the  activities  of  the  church,  assist  in  co- 
ordinating the  working  forces,  and  result  in  building  a  central- 
ized hbrary  that  would  prove  most  effective. 


(2)  A  library  fund 

There  should  be  a  special  library  fund.  This  fund  may  be 
appropriated  by  the  church  and  the  library  included  in  the 
church  budget  at  its  beginning.  It  should  be  supplemented 
from  time  to  time  in  a  systematic  way,  as  new  books  should  be 
added  to  the  library  constantly.  Two  ways  of  supplementing 
this  fund  are  suggested. 

a.  Library  day  in  the  Sunday  school. 

A  possible  method  would  be  to  set  apart  a  day  for  this 
cause  in  the  Sunday  school  each  month  and  designate  it  as 
Library  Day,  the  entire  offering  to  be  used  for  this  purpose. 
Or,  a  special  offering  apart  from  the  regular  offering  could  be 
taken.  Many  Sunday  schools  are  utilizing  this  method  of 
financing  their  church  libraries  and  all  testify  that  they  have 
sufficient  funds  to  support  the  library  and  to  provide  other 
needed  material  and  equipment  for  the  church. 

b.  Annual  book  social. 

There  is  nothing  saner,  simpler,  and  finer  than  an  annual 
library  or  book  social  for  the  purpose  of  supplementing  the 
library  fund  if  it  is  properly  safeguarded.  The  fact  is,  this  is 
a  good  way  to  begin  building  a  library.  It  will  arouse  the 
interest  of  the  entire  community  and  gain  the  sympathetic  co- 
operation of  the  entire  church  membership  in  the  enterprise. 

The  following  is  a  description  of  a  book  social,  given  by 
one  of  our  churches  and  presents  practical  plcins  and  suggestions 
that  may  be  of  value  to  others.    We  quote: 

"The  necessary  committees  were  appointed  (Book,  Invita- 
tion, Program,  Social)  and  set  to  work,  vsath  the  result  that 
an  invitation  went  out  to  the  various  families  in  our  church 
urging  them  to  come  and  bring  a  certain  book  or  the  price 
thereof.  The  book  and  price  were  specified  in  the  invitation, 
which  was  written  in  rime. 

"Of  course,  the  shower  was  announced  in  our  church  bulle- 
tin and  by  our  pastor  several  weeks  in  advance,  and  these  an- 
nouncements were  made  as  interesting  as  possible. 

"It  being  near  Missionary  Sunday  in  our  Sunday  school, 
the  book  committee  decided  it  would  be  best  not  to  ask  too 


much  of  our  friends,  so  in  very  few  cases  did  we  ask  for  a  book 
costing  more  than  fifty  cents.  There  were  some  we  wanted 
which  cost  more  than  that,  but  we  divided  the  price  among  two 
or  three. 

"On  the  night  of  the  'shower'  members  of  the  various  com- 
mittees were  on  hand  early  to  take  care  of  their  duties,  the 
social  committee  to  label  each  person  and  make  a  list  of  the 
books  our  guests  represented,  giving  each  one  a  number  and 
pinning  it  on  with  his  name.  Each  one  present  was  then  given 
a  pencil  and  slip  of  paper  and  told  to  guess  the  books  repre- 
sented. To  illustrate:  One  young  lady  wore  a  red  rose,  repre- 
senting "So  Red  the  Rose";  another  wore  silver  slippers, 
representing  "Silver  Slippers";  another  a  lavender  crepe- 
paper  dress  trimmed  with  lace,  being  "Lavender  and  Old 
Lace";  a  young  man  came  dressed  to  represent  Tom  Sawyer, 
and  so  on.  This  proved  a  very  good  method  of  getting  the 
folks  acquainted,  as  every  one  was  soon  busy. 

"The  book  committee  was  there  to  take  care  of  the  books 
and  to  make  a  list  of  them  and  those  bringing  them.  We  did 
not  receive  books  altogether  as  some  guests  did  as  suggested  on 
our  invitation,  and  "just  brought  the  price." 

"After  allowing  a  reasonable  length  of  time  for  guessing 
the  books  represented,  the  following  book  games  were  played: 

Guessing  game — a  review  in  literature. 
What  author  is — 

1 .  A  river  in  Italy?    (Poe.) 

2.  A  native  of  one  of  the  British  Isles?    (Scott.) 

3.  An  affliction  of  the  feet?    (Bunyan.) 

4.  The  head  of  the  Catholic  Church?    (Pope.) 

5.  A  domestic  animal  and  the  noise  of  another?    (Cowper.) 

6.  Not  high,  and  part  of  a  house?    (Lowell.) 

7.  A  dark  mineral  and  a  low  Hne  of  hills?    (Coleridge.) 

8.  A  very  tall  man?     (Longfellow.) 

9.  Without  moisture  and  the  lair  of  an  animal?    (Dryden.) 


Relay  book  race. 

Two  opposing  teams  line  up  at  one  end  of  room.  At  signal, 
one  from  each  team  walks  rapidly  (don't  let  run)  to  other 
side  of  room.  Each  picks  up  a  book,  turns  to  certain  page  and 
reads  first  sentence  on  the  page,  closes  book,  places  it  right  side 
up  on  table,  walks  back  to  other  side,  and  so  on.  In  the 
beginning  of  the  race  the  chairman  will  give  the  page  number. 
It  is  fun  to  make  the  contestant  turn  facing  teams,  when  reading 
the  sentence.    May  give  prize  to  winning  side. 

Guessing — Bookland  animals  and  birds. 

(Guessed  names  of  animals  and  birds,  not  name  of  book.) 

1.  A  romance  one  moonlight  night  in  a  pea-green  boat? 
(Owl  and  pussy  cat.) 

2.  A  horse  ridden  by  a  famous  Southern  general?  (Trav- 

3.  A  noted  cat  that  called  on  the  queen?     (Puss  in  Boots.) 

4.  A  bird  that  came  knocking,  tapping,  at  the  door? 

5.  A  poor,  little,  despised  ugly  thing  that  became  a  most 
beautiful  swan?    (Ugly  Duckling.) 

6.  Rip  Van  Winkle's  faithful  companion?   (Schneider.) 

7.  An  industrious  barnyard  fowl  that  carried  grain  to  the 
mill?     (Little  Red  Hen.) 

Individual  Contest 

Took  large  book  and  had  contestants  guess  number  of 
pages,  without  letting  them  touch  it. 

Shakespeare  Romance 

1 .  Who  were  the  lovers?    (Romeo  and  Juliet.) 

2.  What  was  their  courtship  hke?  (Midsummer  Night's 

3.  What  was  her  answer  to  his  proposal?     (As  You  Like 


4.  Of  whom  did  he  buy  the  ring?    (Merchant  of  Venice.) 

5.  At  what  time  of  the  month  were  they  married? 
(Twelfth  Night.) 


6.  Who  were  best  man  and  maid  of  honor?  (Antony 
and  Cleopatra.) 

7.  Who  were  the  ushers?  (The  Two  Gentlemen  of 

8.  Who  gave  the  reception?     (Merry  Wives  of  Windsor.) 

9.  In  what  kind  of  place  did  they  live?      (Hamlet.) 

10.  What  was   Romeo's  chief   occupation?       (Taming  of 
the  Shrew.) 

11.  What  caused  their  first  quarrel?      (Much  Ado  About 

12.  What     did     their     married     Hfe     resemble?       (The 
Tempest. ) 

13.  What    did    their    courtship    prove    to    be?      (Love's 
Labor  Lost.) 

14.  What    did     they     give    each    other?       (Measure     for 

15.  What    Roman    ruler    brought    about    a    reconcihation? 
(Julius  Caesar.) 

16.  What    did    their    friends    say?       (All's    Well    That 
Ends  Well.) 

The  affair  was  a  signal  success  socially  and  the  library 
received  sufficient  funds  to  assure  its  success.  In  all  in- 
stances those  bringing  books  brought  new  books  and  the 
books  they  were  asked  to  bring.  Many  brought  the  price 
of  the  book  suggested  in  the  invitations,  one  brought  five 
and  another  ten  times  the  price  of  the  books  asked  for." 

Caution:  In  giving  book  socials  always  ask  for  good 
books,  new  books  if  possible,  stating  the  name  of  the  book 
in  each  instance;  hkewise,  the  price  of  the  book.  Many 
other  plans  might  be  originated  or  secured  for  book  socials. 

2.  Operate  the  Library. 

Library  methods  cannot  be  presented  here.  Suffice  it  to 
say  that  approved  library  methods  should  be  mastered  and 
used.  Complete  information  may  be  had  from  a  study  of 
the  text  The  Church  Library,  by  Leona  Lavender,  which 
book  is  a  part  of  the  new  Training  Course  for  Sunday 
School   Workers.       Also,    free   hterature   can   be   had    from 


the   Department   of   Sunday    School   Administration,    Baptist 
Sunday  School  Board,  Nashville,  Tennessee. 

Surely  the  librarian  should  master  the  methods  and  operate 
the  library  accordingly.  Regular  hours  should  be  set,  ad- 
vertised, and  observed,  and  the  utmost  of  system  and  orderliness 


The  librarian  should  be  a  person  of  discernment,  able  to 
elicit  the  co-operation  of  other  workers  in  the  church  in  creating 
in  the  hearts  of  people  a  desire  for  books.  She  should  be  given 
the  heartiest  support  by  the  pastor  and  the  leaders  of  every 
activity  in  the  entire  church.  She  should  be  accorded  the  utmost 
freedom  and  liberty  in  taking  advantage  of  all  the  means  at 
hand  for  giving  publicity  to  the  library  and  calling  attention 
to  the  new  books  as  they  are  added.  The  following  means 
may  be  used  in  doing  this : 

1 .  The  Church  Bulletin. 

If  the  church  has  a  church  paper  or  bulletin,  brief,  pointed 
statements  may  be  made  weekly,  or  monthly,  as  the  case  may 
be,  about  the  new  books. 

2.  Bulletin  Board  and  Posters. 

Attractive  announcements  may  be  put  on  a  bulletin  board 
just  outside  the  church  door  or  on  the  platform  in  the  different 
departments  of  the  Sunday  school  and  Baptist  Training  Union. 
Attractive  posters  may  be  displayed  throughout  the  building, 
calling  attention  to  the  new  books. 

3.  Oral  Announcements. 

At  intervals  the  librarian  may  go  before  the  various  meet- 
ings of  the  church  for  brief,  pointed  announcements,  emphasiz- 
ing certain  books  and  the  particularly  attractive  features  in 

(Of  course,  where  a  church  library  is  properly  installed  and 
conducted,  the  librarian  is  a  full  church  ofi&cer.  However,  the 
discussion  offered  in  this  chapter  is  needed  here  and  is  in 
order. ) 



Good  music  will  go  a  long  way  toward  building  and 
maintaining  a  good  Sunday  school.  On  the  other  hand,  poor 
music  will  render  any  Sunday  school  listless,  unattractive  and 
ineffective  in  practically  every  phase  of  its  work. 

This  indicates  something  of  the  influence  which  music  exerts 
over  us.  Music  affects  the  entire  being,  the  physical,  mental, 
and  spiritual.  It  rests  us  when  we  are  tired  and  gives  us 
cheer  and  comfort  when  we  are  sad.  It  is  a  means  of  drawing 
us  closer  to  God  and,  under  its  sweet  spell,  many  have  been 
led  to  dedicate  their  lives  to  his  service.  Little  children  and  old 
people  alike  love  music,  so  do  the  boys  and  girls  and  strong 
young  people.  Let  us  consider  briefly  what  the  Bible  has 
to  say  about  music  and  its  uses. 

I.  The  place  of  music  in  the  bible 

Music,  both  vocal  and  instrumental,  has  a  large  place  in  the 
Bible.  By  far  the  longest  book  in  the  Bible  is  a  book  of 
songs — the  Psalms.  Another  entire  book  is  a  song  book — 
The  Song  of  Solomon.  Many  other  of  the  books  contain  some 
of  the  most  beautiful  songs  ever  sung;  for  example,  Ex.  15: 
1-21,  Judges  5,  Habakkuk  3,  and  many  others. 

The  Bible  also  enjoins  upon  us  the  duty,  obligation,  and 
privilege  of  singing  and  making  music.  Col.  3:  16:  "Let  the 
word  of  Christ  dwell  in  you  richly  in  all  wisdom;  teaching 
and  admonishing  one  another  in  psalms  and  hymns  and  spiritued 
songs,  singing  with  grace  in  your  hearts  to  the  Lord."     Also 



Eph.  5:  19:  "Speaking  to  yourselves  in  psalms  and  hymns 
and  spiritual  songs,  singing  and  making  melody  in  your  heart 
to  the  Lord." 

Also  notice  how  intimately  associated  in  the  Bible  are 
praying  and  singing,  1  Cor.  14:  15,  "I  will  pray  with  the 
spirit,  and  I  will  pray  with  the  understanding  also:  I  will  sing 
with  the  spirit,  and  I  will  sing  with  the  understanding  also." 

From  these  references,  and  there  are  many  other  similar 
ones,  we  have  seen  something  of  the  place  of  music  in  the 
Bible.  Let  us  next  consider  briefly  the  place  that  music 
should  have  in  the  Sunday  school. 

IL  The  place  of  music  in  the  Sunday  school 

1 .  A  Means  of  Praise  and  Worship. 

Praise  and  worship  should  have  a  very  prominent  place  in 
all  our  Sunday  school  services,  both  before  and  after  the  les- 
sons. How  simple  and  natural  it  is  to  praise  God  in  song, 
and  it  is  truly  one  of  the  best  ways  of  expressing  our  praise 
and  thanksgiving  for  what  he  has  done  for  us.  Many,  who 
hesitate  to  speak  words  of  thanksgiving  and  praise  in  the 
congregation,  love  to  join  heartily  in  the  beautiful  songs  of 
praise  and  adoration. 

2.  The  Teaching  Value  of  Music. 

Because  of  the  teaching  value  of  music  it  should  have  a 
prominent  place  in  the  Sunday  school,  in  each  and  every  depart- 
ment, at  each  and  every  service.  What  does  the  Scripture  say? 
** Teaching  and  admonishing  one  another  with  psalms  and 
hymns  and  spiritual  songs";  note  some  of  the  great  truths  and 
lessons  taught  by  some  of  the  songs  we  know  and  love  to  sing. 
Conviction  for  sin — "In  Evil  Long  I  Took  DeHght," 
"Wash  me  in  the  Blood." 

Repentance — "Pass  Me  Not,"  "Out  of  My  Bondage." 
The  Cross — "When  I  Survey  the  Wondrous  Cross,"  "The 
Way  of  the  Cross  Leads  Home." 

Grace — "Amazing  Grace,"  "He  Leadeth  Me." 
Atonement — "The     Cleansing     Wave,"     "Whiter     Than 
Snow,"  "Wash  Me  in  the  Blood." 


The  Person  of  Jesus — "Majestic  Sweetness  Sits  En- 
throned," "The  Great  Physician,"  "Did  Christ  O'er  Sinners 
Weep,"  "Alas,  and  Did  My  Saviour  Bleed,"  "Rock  of 

The  Name  of  Jesus — "Glory  to  His  Name,"  "Blessed  be 
the  Name,"  "All  Hail  the  Power  of  Jesus'  Name." 

Love— "Love  Divine,"  "O  Love  That  Will  Not  Let  Me 
Go,"  "Oh,  How  I  Love  Jesus,"  "I  Love  Jesus,  He's  My 

Faith  and  Trust— *  Abide  With  Me,"  "Sun  of  My  Soul," 
"My  Faith  Looks  Up  to  Thee,"  "Blessed  Assurance,"  and 

Hope  and  Assurance — "Look  and  Live,"  "Blessed  As- 

Decision  for  Christ — "Just  As  I  Am,"  "I  Am  Coming, 

Prayer — "Sweet  Hour  of  Prayer,"  "What  a  Friend  We 
Have  in  Jesus,"  "For  You  I  Am  Praying." 

The  Bible — "Break  Thou  the  Bread  of  Life,"  "Lamp  of 
Our  Feet,"  "Holy  Bible,  Book  Divine." 

Fellowship — "Blest  be  the  Tie  that  Binds." 

Praise — "O  for  a  Thousand  Tongues,"  "Jesus  the  Very 
Thought  of  Thee,  "Praise  Him,  Praise  Him,"  "Praise  God 
from   Whom    all   Blessings   Flow." 

Service— "Work  for  the  Night  is  Coming,"  "Bringing 
in  the  Sheaves,"  "Help  Somebody  To-day." 

Consolation  in  Christ — "Asleep  in  Jesus,"  "How  Firm  a 

Heaven — "O  Think  of  the  Home  Over  There,"  "There's 
a  Land  That  is  Fairer  Than  Day." 

Consecration  to  Service — "Have  Thine  Own  Way, 
Lord,"  "Take  My  Life  and  Let  It  Be,"  "I'll  Go  Where 
You  Want  Me  to  Go." 

Missions — "From  Greenland's  Icy  '  Mountains,"  "The 
Whole  Wide  World  for  Jesus,"  "Jesus  Shall  Reign,"  "Send 
the  Light." 

As  we  study  the  teaching  value  of  music  in  the  Sunday 
school  and  reflect  upon  what  we  have  learned  from  these  and 


hundreds  of  other  songs,  about  the  great  doctrines  of  the 
Bible,  we  are  amazed  that  we  have  been  careless  and  indif- 
ferent in  planning  and  providing  for  the  music  in  our  Sunday 

The  periods  of  song  and  devotion  before  and  after  the 
Lesson  Period  should  receive  our  most  careful  and  prayerful 
attention.  No  more  should  it  be  called  the  opening  and 
closing  "exercise"  or  the  "preliminary  exercises."  Not  only 
is  the  music  in  the  Sunday  school  a  means  of  worship,  and 
not  only  has  it  a  great  teaching  value,  but  good  Sunday  school 
music  presents  a  wonderful  opportunity  to  sing  the  gospel  to 
the  lost  pupils  in  the  Sunday  school.     It  may  be  termed: 

3.   Proclaiming  the  Gospel  Through  Song 

Multitudes  of  saved  people  joyfully  testify  that  they  were 
led  to  accept  Christ  through  the  singing  of  a  song;  others 
that  they  were  brought  face  to  face  with  their  sin  and  turned 
to  Christ  for  salvation  during  the  singing  of  a  gospel  song. 
The  wonderful  power  for  good  in  good  gospel  music!  Thou- 
sands have  been  led  to  Christ  through  its  influence.  "The 
Ninety  and  Nine"  and  "Where  Is  My  Wandering  Boy  To- 
night" have  been  the  means  of  bringing  many  lost  sinners 
back  to  God. 

The  Sunday  school  presents  a  most  fertile  field  in  which 
and  through  which  the  highest  powers  of  good  music  may  be 
utilized  most  effectively.    Let  us  see  how  this  may  be  done. 

III.  Easy  to  have  good  music  in  the  Sunday  school 

1 .  The  Young  People  Love  to  Sing 

The  children,  the  boys  and  girls  and  young  people  are  in  the 
Sunday  school.  They  love  music,  they  love  to  sing,  they 
have  good  voices,  they  are  in  the  singing  time  of  life  and,  with 
just  a  little  planning  and  guiding,  they  can  all  be  induced  to 
engage  in  the  singing. 

2.  Christian  People  Love  to  Sing 

The  religion  of  the  Lord  Jesus  Christ  is  a  singing  religion 
and  the  only  singing  religion.     Every  Sunday  school  is  com- 


posed  chiefly  of  those  whom  Christ  has  saved  and  they  may 
be  easily  led  to  praise  him  in  song. 

To  be  sure,  there  will  have  to  be  a  reasonable  amount  of 
planning  done  in  order  to  have  good  music  in  the  Sunday 
school,  but  it  can  and  should  be  done  by  all  means.  When 
we  consider  the  effect  that  good  music  exerts  over  the  young 
people  and  those  who  love  God,  we  should  plan  to  give  music 
its  proper  place  in  all  our  Sunday  school  programs. 


By  giving  special  attention  to  the  following  four  require- 
ments, all  Sunday  schools  may  have  good  music: 

1 .  Have  a  Good  Instrument. 

Either  a  piano  or  an  organ,  preferably  the  former,  should  be 
furnished  by  the  church  to  each  department.  A  good  one  should 
be  selected  and  kept  in  tune. 

2.  Select  a  Good  Song  Book. 

A  good  song  book  should  be  selected,  one  with  the  old  songs 
and  the  music  in  it.  The  Junior  boys  and  girls  love  the  grand 
old  songs  better  than  the  lighter  songs  which  fill  many  of  the 
present-day  song  books.  There  are  some  song  books  published 
especially  for  Beginner  and  Primary  departments,  copies  of 
which  should  be  in  the  hands  of  the  workers  with  these  chil- 
dren. The  same  song  book  will  be  suitable  for  the  Junior, 
Intermediate,  Young  People's,  and  Adult  departments.  Prof. 
I.  E.  Reynolds  says:  "It  is  foolish  to  think  that  Juniors  have 
to  have  songs  different  from  the  Adults.  Juniors  are  quick  to 
take  in  things.  They  comprehend  what  they  are  singing  more 
easily  than  we  sometimes  think  ...  A  high  standard  of  gospel 
songs  should  be  used  in  all  departments  in  the  Sunday  school. 
A  book  filled  with  jingly  music  should  not  be  tolerated;  yet, 
good,  live,  wide-awake  tunes  which  appeal  to  the  pupils  must 
be  used.  .  .  .  The  great  church  hymns  have  been  too  much  neg- 
lected in  the  Sunday  school  by  some.  Much  can  be  accom- 
plished by  a  wise,  tactful  song  leader  in  teaching  the  pupils  to 
sing  the  great  old  church  h5Tnns.*' 


There  are  many  good  song  books  to  be  had.  The  Sunday 
School  Board's  most  recent  song  book.  Songs  of  Faith,  is  a 
first-class  song  book  for  use  in  all  of  the  church  services. 

3.  A  Good  Accompanist. 

Quoting  from  Professor  Reynolds  again,  "The  accompanist 
should  be  a  good  sight  reader  and  know  well  the  art  of  hymn 
and  gospel  song  playing."  Certainly  the  accompanist  for  the 
Sunday  school  and  for  each  and  every  department  in  the 
Sunday  school  should  be  chosen  with  great  care.  In  the  event 
a  skilled  accompanist  is  not  to  be  had,  the  church  should  use 
means  to  help  in  the  training  of  one.  Special  courses  of  Church 
Music  are  given  at  the  Southwestern  Theological  Seminary, 
Fort  Worth,  and  at  the  Baptist  Bible  Institute,  New  Orleans. 

4.  A  Good  Leader. 

This  individual  may  be  called  the  Director  of  Music  or 
the  Chorister  or  Conductor.  He  may  be  employed  by  the 
church  or  he  may  be  a  volunteer  worker.  No  matter  which, 
he  will  have  a  great  opportunity  to  serve.  He  should  be  a  close 
student  of  methods  of  work  throughout  the  entire  Sunday 
school.  He  should  study  the  books  in  the  Training  Course  for 
Sunday  School  Workers.  He  should  understand  the  charac- 
teristics of  the  pupils  in  each  department  in  the  Sunday  school. 
He  should  be  a  happy,  joyous  Christian,  full  of  the  love  of  the 
Lord.  What  a  wonderful  opportunity  such  a  man  has  as 
leader  of  the  music  in  the  Sunday  school ! 

Let  us  call  attention  to  some  of  these  opportunities. 

(1)    He  should  co-operate  with  the  superintendent. 

The  song  leader  and  the  superintendent  should  get  together 
once  a  week  to  select  the  songs  and  confer  about  the  pro- 
gram for  the  following  Sunday.  The  songs  should  be  carefully 
selected.  They  should  be  chosen  because  the  words  of  the 
songs  are  appropriate  to  the  lesson  of  the  day,  and  because 
of  the  truths  they  teach.  They  should  all  be  selected  because 
they  teach  one  or  more  of  the  truths  of  the  lesson  of  the  day. 
To  be  sure,  opportunity  should  be  given  frequently  for  singing 
class  songs   of   the   different   classes   and   the   favorite   songs 


of  the  pupils  from  time  to  time,  but  the  leader  should  have  a 
good  supply  of  suitable  songs  always  selected  before  he 
reaches  the  building  Sunday  morning.  There  is  scarcely  a 
sadder  spectacle  than  to  see  a  Sunday  school  superintendent  or 
chorister  making  a  page-to-page  canvass  of  a  song  book  looking 
for  "something  familiar,"  while  the  Sunday  school  sits  and 

(2)  He  should  lead  the  pupils  to  sing. 

This  is  an  easy  task  in  some  places  and  a  difficult  one  in 
others.  However,  it  may  be  done  anywhere  by  tactful  persis- 
tence and  consecrated  common  sense.  The  leader  should  re- 
member that  the  Bible  does  not  say  "sing  with  a  little  more 
pep,"  but  it  does  say  "sing  with  the  spirit  and  sing  with  the  un- 
derstanding." There  is  a  wide  difference  between  the  two.  A 
few  good  songs,  properly  interpreted  and  sung  with  the  "spirit 
and  with  the  understanding,"  are  a  wonderful  means  of  praise 
and  worship,  and  prepare  teachers  and  pupils  for  the  lesson 
which  follows  the  service  of  song. 

(3)  He  should  train  the  pupils  to  sing. 

There  should  be  seasons  of  special  training  in  singing  for 
the  children  and  young  people  annually  or  semi-annually.  No 
doubt  in  some  schools  this  could  be  done  best  by  departments. 
They  should  all  be  taught  the  rudiments  of  music.  There 
should  be  meetings  at  the  church  building  to  practice  and  to 
learn  new  songs.  The  chorister  should  train  and  utilize  the 
pupils  in  singing  duets  and  quartets  and  other  special  songs. 

(4)  He  should  organize  an  orchestra, 

A  fine  chance  is  afforded  the  chorister  to  utilize  the  musical 
talents  of  the  young  people  and  boys  and  girls  by  organizing 
and  maintaining  a  Sunday  school  orchestra.  In  large  schools 
there  is  often  material  for  an  orchestra  in  both  the  Young 
People's  and  Intermediate  departments.  These  may  be  com- 
bined when  the  entire  Sunday  school  meets  together  just  pre- 
ceding the  morning  preaching  service  and  also  for  the  evening 
preaching  service. 



Chapter  I 

1.  Name    the    hvo    types    of    Sunday    schools    mentioned    in    this    study. 

Slate  the  number  of  officers  and  teachers  required  for  each. 

2.  Stale  ihe  three  factors  which  largely  determine  the  type  to  which  a 

Sunday  school   belongs. 

3.  What  are  the  four  tests  of  efficdeaicy  that  every  Sunday  school  should 

stand  ? 

Chapter  II 

4.  Mention    the    twofold    responsibility    in    connection    with    the   pastor's 

position   in  the  Sunday  school. 

5.  Give  three  reasons  why  the  pastor  should  not  run  the  Sunday  school. 

6.  State  at  least   five  of   the   things   the  pastor  should  do  in  connection 

with  the  work   of   the  Sunday   school. 

7.  How  does  the  Sunday  school  present  to  the  pastor  a  great  soul-win- 

ning opportunity? 

8.  State  three  things  emphasizing  the  value  of  the  Sunday  school  as  an 

opportunity  to  preach   the   gosp>el. 

9.  Mention  at  least  five  ways  in  which  the  pastor  may  utilize  the  church 

members  in  service  in  the  Sunday  school. 

Chapter  III 

10.  Give  four  points  outlining  the  position  of  the  superintendent. 

11.  Give    an   estimate    of    the    responsibility    involved    in    the    position    of 


12.  How  should   the   authority  of   the  superintendent  manifest   itself? 

13.  In  what   three  ways   does   the   Sunday  school   present   opportunity   to 

superintendents  for  helping  ztnd  blessing  the  lives  of  multitudes  of 
people  ? 

14.  Discuss   the    far-reaching   results   of   the   work   of   the   superintendent. 

What  will  finally  determine  the  basis  of  his  rewards? 

Chapter  IV 

15.  Mention    four    spiritual    qualifications    which    should    characterize    the 


16.  State  three   things  which   should  be  included   in  the   superintendent's 

consecration  to  the  work. 

17.  Name   four   elements   of   leadership   which   the   superintendent   should 


18.  State  the  difference  in  aggressiveness  and  progressiveness  as  applied 

to    the    superintendent's    leadership. 

19.  Give  the  three  essentials  for  arousing  and  maintaining  enthusiasm  on 

the  part  of  the  superintendent. 


Chapter  V 

20.  Discuss    the    importance    of   preparation   and   mention    some    lines   of 

study   a   superintendent   should    follow. 

21.  How  will   a   study   of   the   Bible   prepare   the   superintendent    for  his 


22.  What  should   the   superintendent   know   about   Sunday   school   equip- 


23.  Why  should  the  superintendent  study  human  nature?     How  may  he 

be;  able  to  secure  knowledge  on  this  subject? 

Chapter  VI 

24.  Into    what    two    main    divisions    is    the    work    of    the    superintendent 

divided  ? 

25.  Give  an  outline  of  the  work  of  the  superintendent  during  the  week. 

26.  What  two  steps  are  necessary  in  keeping  the  Sunday   school  organ- 


27.  Discuss  the  unfailing  method  in  building  the  Sunday  school. 

28.  In   what    two   ways   may    the    superintendent   secure   and   maintain    a 

high  grade  of  teaching  in  the  school? 

(1)  Discuss    a    practical    method    of    training    the    officers    and 


(2)  What  are  the   four  essentials  of  a  good  teachers'  meeting. 

29.  Discuss  the  work  of  the  superintendent  in  winning  the  lost  to  Christ. 

30.  State    three    reasons    why    Sunday    school    pupils    should    attend    the 

preaching  service.     How  get  them  to  attend? 

31.  Discuss  the  superintendent's  place  of  leadership  in  the  social  life  of 

the  Sunday  school.     Give  three  types  of  socials  suggested. 

Chapter  VII 

32.  What  is  the  secret  of  good  program-making?      What  should  be  the 

desiE^n  of  the  superintendent's  Sunday  morning  program? 

33.  WTiy  should  the  superintendent  acquaint  the  Sunday  school  with  the 

Denominational   program?      What  is   the  threefold  obligation? 

34.  State  briefly  the  suggestions  about  the  superintendent  and  Standards. 

35.  Discuss    the    superintendent's    responsibility    for    an    annual    Vacation 

Bible  School. 

Chapter  VIII 

36.  State  the  five  periods  into  which  the  work  of  the  Sunday  school  may 

be  divided  Sunday  morning.     Discuss  each. 

Chapter  IX 

37.  State  the  essential  differences  in  the  type  of  Sunday  schools  to  which 

Programs    No.    1    and   2   would   be  suitable. 

Chapter  X 

38.  Name  the  conditions  governing  the  number  of  associate   superinten- 

dents  a  Sunday   school   should  have. 

39.  Mention  the  possible  duties  of  the  associate  superintendents. 


Chapter  XI 

40.  Give  sotnie  qualifications  of  a  good  lecretary. 

41.  Wh^i'"  are  the  two  main  duties  of  the  Sunday  school  secretary? 

42.  Wh«   are  the  four  duties  of  a  secretary  in  connection  with  records? 

43.  State   the   threefold  value  of  the  Six  Point   Record  System   to  the 

superintendent  and  pastor. 

Chapter  XII 

44.  What  is  the  proper  method  of  financing  a  Sunday  school? 

45.  In  financing  the  Sunday  school,  mention  five  things  the  chiuch  should 


46.  State  the  advantage  of  the  church's  financing  the  Sunday  school. 

47.  State  a   fundamental  in   Sunday  school  financing. 

48.  What  is  the  best  method  in  receiving  offerings? 

49.  How  may  the  treasurer  keep  the  question  of  missions  constantly  be- 

fore  the  Sunday   school? 

Chapter  XIII 

50.  Give  the  fourfold  need  for  a  church  library. 

51.  What   kind   of   books   should   the   church   library    contain? 

52.  Discuss   the   duties   of   the   librarian. 

53.  Mention  two  good  methods  to  be  employed  in  securing  the  necessary 

books.     Describe  a   book  shower. 

54.  How   may   the   librarian   maintain   the    interest   of   the   pupils   in    the 

library  and  get  the  books  read? 

Chapter  XIV 

55.  Discuss  the  place  of  music  in  the  Bible.     Quote  two  verses  of  Scrip- 

ture in  this  connection. 

56.  State  the  importance  of  music  as  a  means  of  worship  and  praise  in 

the  Sunday   school. 

57.  Discuss   the   value    of   music   in    teaching   Sunday    school    pupils   the 

great   fundamental  doctrines   of    the   Bible;    and   its  value  in   pro- 
claiming the  gosf)el   to  the  lost. 

58.  Mention  four  requisites  to  good  music  in  the  Sunday  school. 

59.  State   four  duties   of   the   director  of   music. 

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